An alternative approach to the professional development of educators is described. This approach focuses on the interrelationship between teacher behavior and child behavior and their joint influence on the learning environment. Theory and practice in education are interactive concepts rather than discreet and isolated entities. (JN)

Until recently, teacher behaviors as conceptualized by educational researchers were not consistent with teachers' own views of effective teaching. Explicit attention has to be devoted to the characteristics of the teacher so that changes or adoptions of new procedures will be congruent with the teacher's own ideas and attitudes. (JN)

There is a great need for theoretical frameworks to generate research that could help to guide the development of teacher education programs. Studies of successful adult functioning in complex careers support the construct validity of developmental stage as predictor. (JN)

The point of emphasis in classroom research is shifting away from pure educational theory and toward a descriptive investigation of teaching and learning realities. (LH)