The personal and cumulative experiential knowledge of the education profession has been valued out of proportion to that which could be contributed by research. A comparison of education with agriculture provides a contrast showing the potential importance of the use of research in teacher education. Educational research is not as well developed as agricultural research; mechanisms for transforming research into usable process and products are not as advanced; and there is insufficient commitment to the importance of research information to ensure funding for research and development activities. Teacher educators should include research information in all three training program components: general studies, the major field or the content that is taught, and the professional education sequence. Eight areas of research important to the teaching profession are: (1) history and philosophy of education; (2) teacher recruitment and selection; (3) effective schools; (4) policy studies; (5) child characteristics and development; (6) instruction, classroom management, learning environment; (7) how children learn; and (8) instruction in specific subject areas. (JD)