Teacher training and development programs must adapt to shifting political, demographic, and program realities. This will require rigorous self-examination. Preparation of personnel to meet the needs of growing populations of language-minority students must include plans to address three distinct teacher audiences: bilingual educators; English-as-a-Second-Language teachers; and mainstream teachers. The primary goal of university-based teacher education programs is to help teachers create challenging learning environments. Emphasis should be on practice and assumptions underlying practice, not discrete skills. This calls for teacher training in reflection on classroom practice and its effect on students. Teacher education programs in colleges and universities should: institutionalize change in teaching practices; provide teachers with teaching techniques to promote student use of higher-order cognitive skills; aim at long-term, ongoing student language development throughout the curriculum; provide opportunities for teacher trainees to interact with minority language students; assess the extent to which their curricula address this group's needs; implement specific initiatives to train bilingual teachers; and increase faculty diversity. Inservice teacher education should focus on the following: reversing the teacher shortage; teaching instructional process over skills; promoting reflective practice; supporting communication between teachers; ensuring program quality; and providing ongoing technical assistance. A 49-item bibliography is included. (MSE)