ABSTRACT
Teaching and learning about teaching are demanding tasks because they centre on complex, interrelated sets of thoughts and actions, all of which may be approached in a number of ways. This is true from the perspectives of both student-teachers and teacher educators. Therefore, in teaching, there is not necessarily one way of doing something. The more proficient one becomes in the skills of teaching, the more an understanding of the relationship between teaching and learning may influence practice, and the more deliberately a teacher considers his or her actions the more difficult it is to be sure that there is one right approach to teaching, or teaching about teaching.
