This volume seeks to address the problem of how the vast landscape of information relative to the knowledge base for beginning teachers can be included in teacher education programs. Results are reported of several projects sponsored by the EXXON Education Foundation and carried out by members of the American Association of Colleges for Teacher Education. These projects attempted to redesign and revise teacher education programs based on the up-to-date and current knowledge base. Nine chapters are included: "Reconceptualizing the Knowledge Base for Teacher Education" (Henrietta L. Barnes); "The KBBT [Knowledge Base for Beginning Teachers] and the Preparation of Teachers for Contemporary American Society: An Unmatched Set?" (Marleen C. Pugach and Brenda H. Leake); "Identifying a Knowledge Base for Teaching Multicultural, Multilingual Students: An International Study" (Leonard C. Beckum, And Others); "Alternative Conceptions of Academic Knowledge for Prospective Elementary Teachers" (Frank B. Murray); "Institutional Considerations in Initiating Change in Teacher Education" (Henrietta L. Barnes); "Case One: A Collaborative Structure for Institutional Change in Teacher Education" (Suzanne H. Pasch, Marleen C. Pugach, and Richard G. Fox); "Case Two: The Role of an External Consultant in Fostering Faculty Development" (Joyce Putnam); "Case Three: Change Through Comprehensive Deliberation in a Large Multipurpose Institution" (Henrietta L. Barnes); "Case Four: Building on Faculty Commitment in a Small, Liberal Arts College" (Shirley Richner). (IAH)