A collegial model for inservice education developed by Michigan State University (MSU) is built on two assumptions: (1) Teachers should be involved in every phase of teaching, dissemination, and curriculum development; and (2) Teacher educators have much to gain from the study of the impact of various theoretical conceptions of classroom teaching on actual practice. One important consideration in the model is that released time should be available for teachers participating in inservice programs. Preservice teacher education at MSU emphasizes field experience. Teaching interns in their junior and senior year work with cooperating teachers as a team. The availability of an experienced intern makes released time possible for teachers during the school day. The collegial relationship between teachers and teacher educators is seen as an aid to teacher educators in becoming familiar with the reality of the classroom and its problems. The conceptual basis for development of preservice and inservice education at MSU progresses through three stages: (1) "Learning About" in a real world context; (2) directed practice and reflection in a real world setting; and (3) integrated decision making and action in the real world classroom. (JD)