The underlying assumption of this collection of papers written by professors of educational psychology in universities or colleges in Canada, the United States, and Britain is that "teachers are receiving an entirely inadequate preparation in psychology" and that educational psychology as it is now taught in teacher-preparation programs ought to be changed drastically and soon." The 17 articles, representing a variety of approaches to analysis or solution of this problem, are organized under four major headings: (1) The Problem, (2) Issues and Positions (each paper in this section is followed by a critical commentary), (3) Programs and Proposals, and (4) The Future. A variety of sharply opposed views are presented in the exploration of general issues related to institutional, pedagogical, and/or curricular reform. From the diverse proposals and possible solutions which are offered in this collection the editors have identified five "medium-term" goals--goals upon which there is more general agreement and which permit immediate action: "improvement of communication; development of a new group of professionals to mediate between psychologists and teachers and translate theory into practice; institution of medium-sized curriculum projects in teacher preparation; planning of more effectively differentiated programs of teacher education; and a study of the possibility of forming professional advisory groups to keep local and national officials informed of the needs of teacher education." (Editor/ES)