This paper summarizes an examination and critique of literature related to the application of developmental theories to teacher education. Analysis of selected readings revealed a weak bond between the theoretical framework of developmentalists and concrete practices. It was concluded that, though much may be gained from a developmental theory of teacher change, a formal theory does not exist. Existing attempts either stop short of linking developmental theory to teacher change or describe teacher change without providing an encompassing theory. A bibliographic essay, based on research on the writings of prominent developmentalists, is presented. Appended are forty-three reference citations. (JD)