This book contributes 8 chapters on issues related to the general movement in the United States to reform teacher education: "Teacher Education at the Crossroads" (Thomas J. Lasley and Joseph Watras) details some areas of difficulty in achieving reform; "Teacher Preparation in the Normal School" (R. S. Patterson) describes and analyzes the role of the normal schools in training teachers in Alberta, Canada; "A Plight of Teacher Educators: Clinical Mentalities in a Scientific Culture" (James Raths, Amy McAninch, and Lilian Katz) addresses the problems of teacher-educators in terms of the conflict between the scientific culture, the wider university, and the clinical culture of practitioners; "Teacher Planning, Collegiality, and the Education of Teachers: A Developmental Integration of Research-validated Knowledge with Practice" (Peter P. Grimmett) explores ways that teacher-educators might utilize research on teaching in preservice education; "A Teacher Education Paradigm To Empower Teachers and Students" (Patricia Ashton) suggests that beginning teachers be encouraged to become innovative; "The Beginning Teacher as Theory Maker: Meanings for Teacher Education" (Patricia M. Copa) examines research on experiences of beginning teachers and offers an alternative way of understanding this critical point in teachers' careers; "Issues in Teaching Practice Supervision Research: A Review of the Literature" (Deanne Boydell) contributes a review of research on supervision of student teaching; "A Framework for Designing Field Experiences: A Jamaican Study" (Hyacinth L. Evans) addresses complex issues in the provision of field experiences. (LL)