ABSTRACT
Given the complexities and challenges of teaching well, learning to teach is fraught with difficulties. Teaching others to teach well is yet another layer, making teaching about teaching doubly challenging. While I have written before about how student teachers construct their understandings of theory (Kroll, 2004), here I want to step back to look at how I, as a teacher and teacher educator, formed my own personal theories of teaching and learning and how I connected those personal theories with more formal, research-based theories about development and learning. After looking at my own development, I reconsider what that understanding gives me about my students’ development of theory and how they connect theory to practice.
