ABSTRACT
This paper considers the possibilities opening up for research and development in teaching as a result of the new realization of their importance and the increased provision of research workers and materials in education. Gage argues that, equally as important as new research tools, is the nature of our conception of teaching and the realization of its importance as a subject for study. He takes up the question raised earlier of the relationship between learning and teaching and proposes a way of looking at the problem which is likely to be more fruitful than laying exclusive or even dominant stress on either.
