This book is written for the large number of people who are either interested or actively engaged in teacher education. In chapter one, the preparation of teachers in this country is set in an historical perspective, identifying the major patterns of training and institutional arrangements. In the second chapter, a summary is provided of research and theory on the perspective of the person becoming a teacher. Chapter three describes and analyzes the institution we have developed to train teachers, drawing attention to its functions, its resources, and the constraints upon it. In chapter four, research in the field is described and an organizing paradigm is presented. Chapter five probes and explicates the concepts of man that underlie various movements and theories of education. Competency-based teacher education is described in chapter six. The new concern for a more affective education, or what is sometimes referred to as stronger humanistic orientation, has major implications for teacher education as is pointed out in chapter seven. In chapter eight, five key issues are sketched which cut across the field, affecting the quality of schooling and the efforts to improve the performance of teachers. The issues of who the new teaching professionals are and what their organizations stand for are probed in chapter nine. The control and governance of teacher education is treated in chapter ten. Chapter eleven centers on the future and its implications for teacher education. The appendixes contain: the constitution and bylaws of the National Society for the Study of Education; information on annual meetings of the society: a synopsis of the proceedings of the board of directors for 1974; the treasurer's report; information concerning the society; and a list of publications of the society. (MM)