This collection of papers examines the current standard practice of confining teacher preparation to 4 years of coursework, discussing the growing interest in career-spanning teacher education. Section 1, "Teacher Cognition, Constructivist Teacher Education, and the Ethical and Social Implications of Schooling: Overview and Framework" (Edith M. Guyton), contains: (1) "Perceptions of Self as Teacher: Case Studies of Three Preservice Literacy Teachers" (Susan L. Nierstheimer, Carol J. Hopkins, and Deborah R. Dillon); (2) "Preservice Teachers' Reflective Thinking During a Case Discussion" (Joyce Sibbett, Suzanne Wade, and Larry Johnson); (3) "Tracking Salient Comments in Case Discussions" (Greta Morine-Dershimer); and a summary, "Perceptions of Self, Reflection, and Peers as Resources: Reflections" (Edith Guyton). Section 2, "School-University Collaboration and Career-Long Professional Development; Overview and Framework" (Nancy Fichtman Dana), features (4) "Continuous Learning for All Adults in the Professional Development School: A Review of the Research" (Lisa Frankes, Linda Valli, and David H. Cooper); (5) "Collegial Support Teams: Peer Supervision and Professional Growth" (Margaret J. Johnson and Lucy Brown); (6) "Collaborative Action Research for Local School Improvement" (Dennis Zuelke and Teresa M. Nichols); and a summary, "Reconceptualization of Roles in the School-University Collaborative: Reflections" (Nancy Fichtmen Dana). Section 3, "What We Know about the Relationship of Professional Teacher Development and Change to Staff Development, School Restructuring, and Teacher Beliefs: Overview and Framework" (Elaine Jarchow), includes (7) "Struggling With Democracy: Implications for Career-Long Teacher Education" (Ulrich C. Reitzug and Mary John O'Hair); (8) "Teacher Centered for Teacher Change" (Stephanine Kadel-Taras); (9) "Adaptive Teacher Beliefs for Continued Professional Growth During Postmodern Transitions" (M. Jayne Fleener and Pamela G. Fry), and a summary, "In Search of Democracy: Reflections" (Elaine Jarachow). Section 4, "Enhancing the Value of Teacher Education Programs: Overview and Framework" (Joanne May Herbert), contains (10) "Becoming Teachers: Minority Candidates' Perceptions of Teaching as a Profession and as a Career" (Zhixin Su); (11) "Theoretical Orientation to Reading and Student Teaching Placement: Three Case Studies in Match and Mismatch Contexts" (Barbara Young); (12) "The Effect of Hypermedia on Reflectivity as Perceived by Students in an Early Field Experience Course" (Sharon L. Gilbert and Jerry Hostetler); and a summary, "Adding Value by Making the Most of What We Have: Reflections" (Joanne May Herbert). An index is included. (SM)