In five major sections, this book deals with the following questions on inservice teacher education: (1) What are the principal and currently most active movements toward reform of inservice training? (2) What is the impact of such curriculum trends as "back to the basics," team teaching, values education, affective learning, and an emphasis on the arts and humanities? (3) How are government policy realignments, shifting social pressures, budgetary revisions, and demographic trends producing educational change? (4) What are the prevalent views of teachers, school officers, consumer advocates, and civil rights lawyers on inservice training? (5) What general trends have emerged from our wide experience with inservice training over the past ten years? Thirty educational authorities contribute viewpoints on these topics. (JD)