Abstracts and abstractors' critiques of ten articles dealing with various aspects of teacher education are presented in this journal issue. Studies reviewed focused on: (1) preservice secondary science teachers' understanding of the nature of science; (2) laboratory teaching skills; (3) science backgrounds of elementary teachers; (4) use of microcomputers in science teacher training; (5) effect of methods classes and practice teaching on attitudes toward science; (6) effect of different inservice formats on teacher attitudes; (7) teachers' views on mainstreamed students; (8) teacher beliefs and their role of personal convictions; (9) elementary teacher preparation in earth science; and (10) Israeli teachers' concerns related to a high school biology project. Included for each study are purpose, research design and procedure, and findings and interpretations. A critique follows each review. (ML)