In this collection of 11 articles, contributors describe co-teaching and co-generative dialoguing as ways of learning to teach that bridge the gap between theory and practice. In the process, new teachers work with peers and experienced teachers, university supervisors and administrators, with the intention of creating local theory. Contributors describe their ideas and experiences from the theoretical to the practical level in urban science teaching, in culturally and socially adaptive practice and in collaborative research in a Pennsylvania school system. Other contributors describe the process as it worked in Alabama, Delaware, Ireland and Australia. Annotation ©2004 Book News, Inc., Portland, OR (booknews.com)