Developments in four areas of teacher education have led to new conceptions for program planning. The first area involves the paramount importance of the relationship between students and teachers. A prerequisite for change in an educational system is the preparation of teachers for a new model of their teaching role which incorporates both cognitive and social-moral aspects of education. A second development is that, while current educational trends require teachers with qualifications in special fields, an overemphasis on specialization may have negative consequences for interdisciplinary cooperation, student teacher relationships, and teacher training systems. Teachers should be continually obliged to exceed the limits of their specializations and to cooperate with their colleagues in other disciplines. Another area is the close connection that preservice theoretical preparation must have with actual teaching practice. The social political sciences and integration of specialist training with theory are important factors for this development. The fourth development is the necessity for a rational institutionalization of continuous lifelong education which would promote the teacher's individual creative work and self education. The diverse forms of further education for teachers now available are chaotic and should concentrate on satisfying specific teacher needs. (FG)