The framework presented in this paper uses an organizational perspective to describe and compare alternative approaches to teacher education. Alternatives in teacher education such as competency-based teacher education, humanistic education, or programs typified by academic-oriented, liberal arts teacher education are discussed from the viewpoint of their basic assumptions on the learning and teaching processes. Two assumptions are presented to provide a two-dimensional framework for classifying and comparing alternative instructional approaches. The first is the perceived variability of students and the second the perceived nature of the instructional process. It is suggested that through the use of this framework the identification of an innovation through its underlying assumptions can provide insight into the consequences of that innovation. The point is made that a conceptual framework based upon organizational features can illuminate differences in alternative teacher education approaches. A primary implication of this paper is that as the profession comes to better understand the nature of schooling, the purpose of schools will become more specific and will require teachers with special expertise and experience. Greater attention will need to be devoted to linking the goals and purposes of a teacher education program with the types of public school organizations in which the teacher education graduates will teach. (JD)