ABSTRACT
Only a few teacher educators, often those most prominent at conferences, are situated in research-intensive universities where they are able to focus most of their attention on research. The vast majority of us work regularly with pre-service teachers in program or course structures that have many minor variations but probably share many common themes and assumptions. In the teacher education classroom, most teacher educators are aware that their students can read every teaching move we make for an implicit message about how to teach. Those of us who are acutely aware of the potential for contradiction between the content and the process of our teaching and who wish to minimize such contradictions seem to be drawn to the self-study of teacher education practices.
