The reliance of teacher education programs on social science research as a knowledge base is inadequate to meet the full demands of the teaching profession. While courses in the educational social sciences such as human development, learning theory, and child psychology are to some extent valuable, this training does little to prepare teachers for the day-to-day demands of teaching. The nature of educational practice points to the need for a different body of knowledge to inform teaching practice, one that would accompany, and, in some ways, supplant that provided by social science. This body of knowledge should be drawn from experiences and skills closely tied to the actual demands of teaching and largely influenced by practice in the classroom. This new body of professional knowledge can be developed by increasing opportunities for teachers to analyze practice and to share knowledge with their colleagues. Innovations in teacher education programs should include more practitioners teaching in the university setting, more collaborative research in the classroom, and opportunities for sabbaticals for teachers so they may develop and reflect upon their practice. (JD)