The aim of this article is to extend the scope of the models of teacher change to an interactionist view which co-ordinates sociocultural and constructivist perspectives. Accordingly our focus will be on the cultural and situational factors and processes of social interaction, as well as on the development on an individual level. First we study…

Identifies and explains five widespread myths related to the what and how of evaluation in English student teachers. Describes a multiphased cycle or process aimed at helping teachers identify teaching problems, receive data from supervisors, and develop solutions that produce self-directed teachers. (FL)