Major criticisms of teacher education in Canada reveal the following problems: (1) The time provided for teacher preparation is too short; (2) Programs and faculty are insufficiently oriented to modern research in education; (3) Curriculum design too often reflects teacher educators' interests rather than teachers' needs; (4) Response to the changing roles of teachers and functions of the schools has been too slow and erratic; and (5) Pressures of enrollment decline and inadequate financing distract faculties from accomplishing their mission of improvement of elementary and secondary education. Further demands on teachers and teacher education programs stem from social problems and concerns, extension of the teacher's role, special interest groups, and declining enrollment. Institutional responses to these and other current problems are described. The functions and responsibilities of active teacher associations in various provinces are pointed out as reflecting an attempt to increase the relevancy of teachers' preservice, inservice, and continuing professional education. Suggestions are also made for changing and improving teacher education curriculum in the universities. Appendices present a selective summary of a decade of educational research, teacher education and certification policies of the Canadian Teachers' Federation, and 82 selected references on teacher education. (JD)