These technical papers examine alternative approaches to the evaluation of inservice and preservice training programs for Teacher Corps interns. The first paper explores the theoretical and practical consequences in conceptualizing teacher education as a socialization process. In the second, the suggestion is made that to understand the socializing impact of a teacher training event, it may be necessary to have as full a description of that event as possible, and offers ways in which this may be obtained. An argument is made in the third paper that current standard evaluation methods are not appropriate for illuminating many features of an event in teacher education. The final paper explores the problems experienced by contractual evaluators of teacher education programs, raising the ethical and political questions with which they are faced. (JD)