This paper argues that during the past two decades, research on teaching effectiveness can be identified with three differing paradigms: (1) the technical/"scientific"; (2) the humanistic; and (3) the person-centered paradigms. It is further proposed that if teaching is viewed as an art or craft and learning as an ever present process, rather than an "event," the real complexity of the teaching/learning experience can be clarified, and that to accomplish this in a way different than the identification of discrete behaviors/outcomes, it is necessary to redefine the problems for analysis. A theory base or rationale is provided for the extensive use of video in the analysis of teaching, in order to clarify the theory-practice dilemma. A model is proposed for the analysis of teaching through a process of self-reflection and critique, based on the problem-posing, dialogic model of Paulo Freire. It is suggested that use of such a model will require an extensive use of video with actual teaching/learning situations and the development of a framework for analyzing the teaching/learning process. Seventy-two references are listed. (LMM)