Designed to illustrate qualitative methods used to study teaching, assess constraints and illuminate representative questions and findings. This book is organized around three issues that impact research in qualitative paradigms: perspective, methodology, and representation. It provides findings, insights, and claims from qualitative research.

Listening to Preservice Teachers' Perceptions and Representations of Teacher Education Programs. (A.K. Martin, T. Russell). Student-Led Parent Conferences. (J. Alleman). Letters from my Grand-Students: Recommendations for Future Teachers. (B. Morgan-Fleming, A.F. Marbley, J. White). Teachers' Personal Models of Instructional Design. (S.G. Magliaro, R.N. Shambaugh). A Representative Journey of Teachers' Perceptions of Self: A Readers Theatre. (S. Mcmillan, M.A. Price). Building a Self-Reflective Community: Teacher Development with Exemplar Teachers. (L.M. Brice et al.). Pre-Service Teachers' Images of Teaching. (H.C. Greene, S.G. Magliaro). The Positioning of Preservice Teacher Candidates Entering Teacher Education. (C. Dulude Lay et al.). Learning to Teach with Theatre of the Oppressed. (P. Placier et al.). Theatrical Representations of Teaching as Performance. (S. Schonmann). Living in Tension: Negotiating a Curriculum of Lives on the Professional Knowledge Landscape. (J. Huber, D.J. Clandinin). Video Ethnography and Teachers' Cognitive Activities. (P.Y.K. Chan, R.C. Harris). Looking at Ourselves: Professional Development as Self-Study. (H. Freidus et al.). Discussion. (J. Brophy, S. Pinnegar).