This book examines the relationship between teachers (facilitators) and students who are themselves education professionals and who are participating in professional development courses. The methodology, which is based on a combination of interaction and reflection, is outlined in Chapter 1. Examined in Chapter 2 are the roles of the didactic, exploratory, and interpretive models in developing an interpretive approach to teaching and learning. The following problems confronted by teachers/tutors investigating the relationships between tutor, student, and subject matter are examined in Chapter 3: facing uncertainty, negotiating contracts, avoiding the dilemma of infinite regress during negotiations, conducting surface and deep negotiations, providing structure, allowing for individual differences, clarifying needs, handling the dual role of tutor/teacher and researcher into teaching practice. Chapters 4 and 5 focus on two cases illustrating the experiences of negotiation and reflection. The issues of personal and professional knowledge and students' acquisition of new knowledge are covered in Chapter 6, and ways of evaluating learning and student and teacher roles in the evaluation process are covered in Chapter 7. Discussed in Chapter 8 are accountability and ways of relating course aims to development of professional competence. Contains 75 references. (MN)