Three developmental approaches to teacher education are examined in an effort to determine a coherent theoretical framework of criteria for evaluating the effectiveness of education programs. The first is discussed in terms of the development in a teacher of concern for student achievement and increasing willingness to be flexible in adapting new innovations that may improve student learning. The second approach to teacher development is based on the application of scales designed to identify the ability to take multiple perspectives, to be empathetic, and to employ principled moral reasoning. The third developmental approach to teacher education seeks to produce teachers who are nondirective, and who will promote developmental growth in children. The rationale for each of these approaches is discussed and the justification of each by leading proponents is presented. A critique of all three approaches is offered. (JD)