Each new headline about American students' poor performance in math and science leads to new calls for reform in teaching. This book examines key issues in the debate and offers a vision and recommendations for improving teacher education in science, mathematics, and technology. It also puts the whole picture together by synthesizing what is known about the quality of math and science teaching, drawing conclusions about why teacher preparation needs reform, then outlining recommendations for accomplishing the most important goal. As a framework for addressing the task, the book advocates partnerships among school districts, colleges, and universities with contributions from scientists, mathematicians, teacher educators, and teachers. It then looks carefully at the status of the education reform movement and explores the motives for raising the bar for how well teachers teach and how well students learn. Also examined are important issues in teacher professionalism such as what teachers should be taught about their subjects, the utility of in-service education, the challenge of program funding, and the merits of credentialing. Professional development schools are reviewed and vignettes presented that describe exemplary teacher development practices. (Contains 225 references.) (ASK)