Garth Boomer once wrote, "To deliberately learn is to research." As a teacher, I know that most teachers are constantly involved in processes of deliberate learning. We learn about our students. We gain insights on how to present particular topics. We experiment with new ideas and we constantly assess and reevaluate our students alongside our teaching. During the last decades of the twentieth century the term "research has been expanded to include many of the activities that are routine to teachers such as student assessment, teacher self-reflection, documentation of classroom events, and student observation. Current thinking has redefined teaching as a constructive, intellectual, pursuit that has much to contribute to academic discourses about education.

What might it mean for teachers to have "ethnographic eyes? Ethnography is generally defined as the study of culture. With teachers' eyes and attention focused on the cultures they encounter and help to create, teachers may find themselves learning about their students and rethinking their assumptions about teaching. Becoming an ethnographer provides teachers with an opportunity not only to learn the practices and procedures of teaching, but also to observe and make sense of their classroom observations and experiences.

Teachers with generative theories about teaching view themselves as capable and agential. They routinely engage in self-introspection as a means to dismantle problematic beliefs and biases. Generative teacher education is best developed in classrooms through embedded work with children. To explore generative teacher education, this chapter describes how one program sets the stage for the development of cultural competence through an initial course focused on culturally sustaining pedagogy. The authors then describe the significance of helping literacy teachers to notice and name children's emerging literacy abilities. The chapter ends with scenarios that illustrate the synergy that occurs when cultural competence is combined with embedded field experiences in literacy classrooms. The authors discuss both pedagogical possibilities and the importance of developing noticing practices and agential responses that are culturally and linguistically responsive.