ABSTRACT
The research reported here was designed to investigate what it means to be a teacher from the perspective of practising teachers. This issue has been a concern since the debates between Socrates and the Sophists (Johnson, 1986). Yet, it is only in the past ten years that research regarding teaching has taken teachers’ thoughts and behaviour into consideration (Day, Pope and Denicolo, 1990; Floden and Klinzing, 1990; Warren, 1989).
