This monograph reviews research and educational reports to examine the state of the art in preservice and inservice teacher education in the urban community in the United States. A review of urban areas in the last thirty years reveals major social and environmental changes, such as population increases, shifts in racial composition, the introduction of desegregation, and declining resources which have required unique responses to urban educational needs. Examination of how teachers have responded to the changes indicates factors that make for effective teachers and effective schools in urban areas. An exploration of preservice education programs for urban communities emphasizes the importance of urban-based field training and provides descriptions of selected innovations developed by American higher education institutions to improve their preservice education programs. An investigation of inservice programs for urban education identifies inservice education needs and goals, reviews the history of inservice urban education programs, identifies models and types of inservice programs being carried out by various urban school districts, and identifies problems and needs of inservice educational research and evaluation. Finally, prospects for further improving urban schools through teacher training based on what is known about urban change and effective urban education are considered. (Author/MJL)