The selections in this anthology are organized to reflect the two differing perspectives in teacher education. These perspectives are represented on the one hand by those who believe guidelines and the time-honored practices in teacher preparation form a sufficient base for the development of programs to prepare teachers (Perspective 1), and on the other hand by those who believe that teacher preparation needs reforming and can only be carried forward effectively with a number of stipulations, e.g., through a competency-based approach (Perspective 2). Models containing the central components of the two perspectives are presented in Section I. Six of the articles in this section are grouped under Perspective 1, and two under Perspective 2. In Section II, descriptions of the practices employed or implied by models of each perspective are presented. Eight articles, four under each perspective, are included. Issues related to each perspective are raised and arguments for and against each perspective are made in Section III. Three of the articles in this section question Perspective 1 and seven question Perspective 2. The selections in each section are preceded by a brief overview. The placement of selections under one of the two perspectives in Sections I and II is intended to mean only that a particular selection is closer in point of view and substance to at least some of the major tenets associated with one perspective rather than the other. The appendices contain information about certification of ESOL (English for speakers of other languages) and bilingual teachers. (Author/CFM)