A perspective is given and recommendations are made for restructuring education personnel development with major emphasis on preservice teacher education. Issues facing teacher education are put in a socio-historical context. It is stated that teacher training has been largely separated from the public school system, and that training has been overloaded with pedagogical theory before the prospective teacher's experience is broad enough to absorb it. The potential institutional arrangements required for a professional school of pedagogy are examined. A proposed program in pedagogical education is presented, with its focus on the ability to do the job for which training is given. This program is mainly field-based with the campus serving for basic field preparation. Types of knowledge are identified and their characteristics discussed by showing how each type functions in teaching behavior. What is known about how to teach skills and concepts to teachers is delineated. The final section presents ways to bring about the proposed changes. The role and responsibilities of college faculty and what sort of coalitions will be necessary to effect new policies and programs of pedagogical education are discussed. (JD)