Major trends toward increasing curricular relevance in teacher education are discussed. These include concern for the education of teachers of disadvantaged youth and a return to the concept of early direct and laboratory experience programs exemplified in the San Francisco State College-Sausalito Teacher Education Project, STEP (see ED 023 633), Western Michigan University's Masters Degree Program for the Teaching of Culturally and Educationally Deprived Youth, Hunter College's Project 120, and the Kansas City-Regional Educational Research Laboratory-Liberal Arts Colleges' Program (see SP 002 249). A corollary trend toward broadening social understanding is seen in the University of New Mexico's New Elementary Teacher Education Program, the University of Georgia-State Department-Public Schools' Elementary Inservice Mathematics Program, and the University of Maryland's Teacher Education Center (see SP 002 467). Significant trends toward relevance in inservice teacher education include college-school cooperation in followup programs for beginning teachers, the reinvolvement of professors in the classroom, and programs such as the Office of Education's Triple-T project. Increasing utilization of an interdisciplinary approach in teacher education and research and emphasis on the teaching staff (including staff differentiation and the study of teacher behavior) compose additional major trends in increasing relevancy in teacher education. (SM)