Utilization of the systems approach to design of teacher education programs should result in greater program effectiveness through provision of frequent opportunity to practice application of knowledge in realistic situations. Development of an instructional system might include (1) development of a human factors systems analysis model, (2) development of job models, (3) specification of knowledges and skills required, (4) determination of instructional objectives, (5) construction of the training program, (6) development of a proficiency test, and (7) evaluation of the training program. Application of the approach to teacher education design would require analysis of the teacher's job in terms of such systems. Research literature on teacher effectiveness and the use of new observational systems for studying teacher-pupil interactions can provide a base for the development of system-job models. The trend anticipated is toward greater involvement of the teacher in dealing with motivational and social influence processes in more complex interpersonal interactions with pupils. Curriculum development for teacher education must include the creation of instructional objectives relevant to these new roles, and curriculum design must provide practice integrated with theory from behavioral science and subject matter content. Such developments as minicourses, microteaching, interaction analysis, and situation simulation can facilitate the integration process. (JS)