This paper emphasizes preservice and inservice teacher education as key to the success of any future educational reform movements. The discussion opens with an overview of three major criticism and reform movements (Post-Progressive--First Conservative Restoration, Humanistic, and Second Conservative Restoration) and secondary movements within each from 1945 to 1980, and it offers reasons for their lack of success. Teacher education programs need to be designed to nurture adaptability, reflection, and professionalism in order to change the present culture of teaching. They need to be characterized by: (1) coursework that is intellectually demanding; (2) opportunities to develop a strong group identity and to work in a collegial setting; (3) clinical experiences that encourage risk-taking and even failure; (4) coursework and field experiences designed to foster reflection and growth from both successes and failures; (5) an emphasis on the production and consumption of research as an important part of the advancement and understanding of the education profession; (6) an emphasis on a wide variety of teaching techniques; and (7) a curriculum which encourages students to recognize and define the role of the teacher in the larger society and within their own minds. (LL)