This paper presents a comparative analysis of teacher education in England and the United States. The fundamental focus is on the location of teacher education in the educational system, and what effect this has on teacher education programs. First considered is the organizational setting in which secondary school teachers are trained, and in what sorts of institutions the training takes place. In this area, the following questions are asked: (1) does training take place in research universities, comprehensive state colleges and universities, polytechnics, monotechnic teachers colleges, or in school-based institutions? and (2) in what sorts of units within these institutions are teachers trained--separate professional schools, departments of education within colleges of letters, or mainstream disciplinary departments? The second dimension of location considered is the normative setting in which secondary school teachers are trained, to what extent a traditional academic ideology prevails in the institutions, and the basic units in which they are trained. Reference is made to the values and beliefs typical of academics in the mainstream college of letters and science departments: beliefs about what type of educational content and work has value, what should be taught, how students should be trained, and what students should be encouraged to do. Eight pages of references are appended. (JD)