Numerous criticisms of college social studies methods courses have generated various reform efforts. Three of these reforms are examined, including competency-based teacher education, the value analysis approach to teacher education, and the human relations approach to teacher education. Competency-based courses develop among future teachers precisely stated teaching skills, defined as observable, measureable performances that bring about student learning. They tend to underplay the development of personal charisma or of particular fundamental personality characteristics. The value analysis approach stresses the identification of issues and the appraisal of responses to pertinent central questions such as (1) What should be the goals of social studies instruction? (2) What knowledge is of most worth? (3) How should lessons be organized and presented? and (4) What teaching strategies are of most worth? The human relations approach stresses personality development through the mastery of human relations techniques. Advocates of this approach believe that good teaching depends primarily upon good human relationships. Promising new techniques of instruction for implementing one or more of these approaches include (1) self-instructional learning packages; (2) protocol materials; (3) simulation; (4) prototype lessons; (5) curriculum materials analysis systems; (6) classroom interaction analysis systems; and (7) microteaching. (Author/DE)