This article examines the dynamic relationship between teaching and learning in two case studies that explore how teachers develop students’ capacity to adapt to the learning environment and how students’ own self-regulated learning, in turn, contributes to and enables adaptive teaching.

Using survey data, this article reviews findings about the recruitment, preparation, placement, and retention of 315 elementary, secondary English, and secondary math teachers prepared to enter New Jersey public schools in fall 1987.

This longitudinal study follows 25 exemplar elementary, secondary English, and secondary math teachers prepared in New Jersey’s alternate route program (AR) or college-based programs (CB) for 11 years.

Drawing on interviews, this article explores the motivations of the 25 exemplar elementary, secondary English, and secondary math teachers at the time they chose to enter teaching either through New Jersey’s alternate route (AR) program or college-based (CB) programs in the state.

This article describes and compares the preparation experiences of the 25 exemplar elementary, secondary English, and secondary math teachers entering teaching through college-based (CB) programs or the New Jersey Teacher Education Project, one of the nation’s first alternative routes (AR) to certification. The article then follows these teachers into their first experience “on the other side of the desk.”

Using multiple waves of data, this article follows the 25 exemplar elementary, secondary English, and secondary math teachers prepared in New Jersey’s alternate route (AR) program or college-based (CB) programs through their 11th year of teaching.

Taking stock, this article explores emerging themes common to the literature on alternate routes and unique contributions of this volume in relation to the recruitment, preparation, placement, and retention of teachers prepared in college-based and alternate route programs.

This article describes how preservice teachers are afforded opportunities for developing self-regulation as they learn to transition to "the other side of the desk" in their teacher education program.

To trace the evolution of teachers as learners, we examine past and current staff development practices in light of our new vision of profession development, in which teachers’ knowledge-seeking goals are valued and supported and their work affords them opportunities to achieve their goals. We seek to understand the differences between staff development opportunities typically offered to “schools of teachers” and learning opportunities that situate teaching in a broader professional context. First, we describe these different orientations toward teacher professional development and illustrate them with examples of past and current practices. Next, we examine the theories of learning and teacher knowledge that may explain these differences. Finally, we review promising new practices such as teacher research in which teachers work together within and across schools to contribute to the professional knowledge base and the improvement of the teaching profession.