Until the rise of cognitive psychology, models of the teaching-learning process (TLP) stressed external rather than internal variables. Models remained general descriptions until control theory introduced explicit system analyses. Cybernetic models emphasize feedback and adaptivity but give little attention to creativity. Research on artificial intelligence and transformational grammar indicates the importance of generative processes in intelligence systems. A model, Generative Model of the Teaching-Learning Process (GENTL), expands the early Test-Operate-Test-Exit (TOTE) unit into a monitor and three subsystems--designer, executor, and adaptor--each isomorphic with the overall system, thereby permitting recursion of generic functions. Such a model has support in TLP literature and suggests a generative approach to teacher training. (Author)