This volume will be of interest to teachers and teacher educators who already understand the power of nonjudgmental collaborative inquiry--and to those who are ready to discover it. Each chapter represents one meeting and is divided into three parts: text, conversation, and response. A list of suggested readings offers background on the issues raised and extends the conversation. Topics include collaborative groups, in-service professional development, using a negotiated syllabus, linguistics, research in language teacher education, and language teachers' teaching knowledge. This book begins with a section titled, "Collaborative Reflection as Critical Practice in Teacher Education (Donald Freeman and Margaret Hawkins). It then divides into seven chapters: (1) Collaborative Groups in Teacher Education (Text: Francis Bailey and Jerri Willett; Response: Tom Nicoletti); (2) Can In-Service Professional Development Be Authentic? (Text: Ellen Rintell; Response: Ken Pransky); (3) Controlling a Negotiated Syllabus (Text: Suzanne Irujo; Response: Avrom Feinberg); (4) The Nature of Linguistics in a Language Teacher Education Program (Text: Diane Larsen-Freeman; Response: Ellie Schmitt); (5) Examining Language Teachers' Teaching Knowledge (Text: Donald Freeman and Kathleen Graves; Response: Amy Powell Faeskorn); (6) The Role of Research in Language Teacher Education (Text: Margaret Hawkins; Response: Jo-Anne Wilson Keenan); and (7) Conclusion: Closely Examined Work: An Epilogue to the LTEC Conversations (Donald Freeman).