Discusses redirecting research on teaching from an emphasis on how classrooms function to why they function in particular ways, based on a reformulation of the concept of "paradigm" as applied to teaching. Suggests two strategic areas for investigation of functional paradigms. Addresses the issue of perpetuating established paradigms.…

Reports on learning when engaged in a four-month experience of co-teaching a water unit in a seventh-grade classroom. Suggests that co-teaching allows for a mode of learning that is not captured by Schon's notions of reflection-in-practice and reflection-on-practice. Concludes that co-teaching, as co-learning, is praxis. Contains 26 references.…