This article examines communication problems in teacher education programs and cites programs or approaches and research efforts in teacher education. Needs of prospective teachers and the quality of student teaching are examined. Instructional procedures and components that may improve learning in teacher education programs include micro-teaching, interaction analysis, computer assisted instruction, individualization of instruction, and increased use of a wide range of media. Some evolving processes and movements are competency-based teacher education, simulation, protocol materials, minicourses, and self-renewal patterns. The systems approach has also been applied to language teaching. A variety of new and expanded laboratory and practicum experiences include early major experiences, continuous individually tailored experiences, teacher education centers, professional courses taught on location in school and community, internships, and residences. The interrelations among the triad of the student teacher, cooperating teacher, and college supervisor and their communications effectiveness as seen by each has been studied by researchers. Student teacher education centers have been operated to increase the effectiveness of the student teaching experience. Communication problems between schools and colleges are discussed. Inservice teacher education programs, evaluation and feedback about teacher education programs, and the dissemination and use of research findings in the field are discussed. (SW)