Both the history and research foundations behind teacher education are reviewed in this collection of essays. The current knowledge base is assessed by several scholars in the teacher education field, and suggestions are made for future efforts in teacher selection and training. In chapter 1 (Kenneth R. Howey), an overview provides insights into the needs of the beginning teacher, the perceptions of experienced teachers, and areas which appear most in need of further experimentation, understanding, or improvement. In chapter 2 (Del Schalock), it is suggested that major advances in teacher education are not likely until research on the costs and benefits of natural and/or planned program variation are undertaken. Multiple examples are provided of the various types of program improvement studies that are needed, and the advantages and limitations of each approach are reviewed. Theoretical frameworks for guiding the education of teachers are discussed in the third chapter (Norman A. Sprinthall and Lois Theis-Sprinthall), which presents a review of emerging theoretical perspectives and research findings related to cognitive development in adults. Chapter 4 (Martin Haberman) focuses on research on preservice teacher education. The current trend toward more school-based experience is analyzed. In chapter 5 (James M. Cooper), an examination is made of how key aspects of initial teacher education might be evaluated. The advantages and disadvantages of different evaluation designs are discussed, and examples are presented of program evaluations conducted by eight teacher preparation institutions. Research and nonresearch literature concerned with the beginning teacher is analyzed in the sixth chapter (John M. Johnston and Kevin Ryan). Limitations of much of this research are noted, and the need for research which will provide a more complete picture of the complex events in the lives of beginning teachers is underscored. Chapter 7 (Sam J. Yarger and Gary R. Galluzzo) presents an examination of the inservice phase of teacher education. The final chapter (William E. Gardner) presents an examination of several common themes and salient issues which appear in the book. (JD)