The direction teacher education will take depends upon careful examination of the processes and activities that affect teacher behavior and on meticulous re-definition of the skills, attitudes, and knowledge that contribute to teaching effectiveness. The restrictions of educational bureaucracy and the perpetually changing demands of educational research have led to general criticism of the teacher's role, function, and value in society. Teachers, teacher critics, and educational researchers must persevere in the examination of the research being conducted in teacher effectiveness, and must operate with full knowledge of the intrinsic vagueness and inconsistency involved in attempting to compose formal and universally applicable teaching strategies. (LH)