The educational community has, in recent times, abandoned a quantitative approach to research on teaching, characterized by process-product research, for a focus on naturalistic inquiry and the use of qualitative research methods. Major changes in research directions are accompanied in time by an integration process, that is, attempts to assimilate new knowledge with an already existing knowledge base. Attempts to integrate process-product research on teaching with more recent work have been impeded by major assumptions in research paradigms that have made the two directions seeming antagonists in the pursuit of knowledge. This paper explores the potential of integrating the results of earlier research on teaching with recent work stemming from both naturalistic inquiry and theoretical work in cognitive science. Major directions and issues are examined for their compatibility and ability to contribute to a broader perspective of the teaching/leaming process and teacher education.