This paper presents a framework for understanding and facilitating teacher self learning in the school organization at the individual and group levels. It focuses on how individual teachers and their groups acquire self learning and self renewal while managing their work. The paper also discusses implications of the framework for teacher education. Group self learning consists of the following sequential stages: environmental analysis; planning and structuring; staffing and directing; implementing; and evaluating and monitoring. Individual self learning is similar, with affiliating instead of structuring and developing instead of staffing the only differences. It is proposed that these self learning cycles may provide insights and a framework for designing initial teacher education programs as well as programs for teachers, senior teachers, school heads, and school-based staff members. (Contains 78 references.) (MAH)