This paper introduces a Chinese teacher induction program. In China it is believed that formal teacher education constitutes only half of teacher preparation; the other half has to be accomplished on the job with the active support and involvement of the teaching community. The voice of teachers is introduced to the field of educational research through interviews conducted with Yu Yi, who taught high school Chinese literature for over 40 years and is now principal of a high school in Shanghai. She describes the design and implementation of her school's teacher induction program and theories of how a novice learns to teach. Her views are reminiscent of Dewey's idea of teacher education as laboratory versus apprenticeship; they include the concept of pedagogical content knowledge and educating the reflective practitioner. Conversations with Yu Yi show that a teacher is not just a passive receptor and executor of theory, but a critical discussant and active contributor of theory. (Contains seven references.) (LL)