The papers in this monograph reflect doctoral candidates' efforts to understand and influence teacher education and the changes through which it is going. Following an introduction, papers are presented as follows: (1) "Reflective Inquiry in Teacher Education" (Lynn Zeltzer); (2) "Creating a Reflective Practitioner in the Social Discourse of Schools" (Jose R. Figueroa); (3) "Reform Traditions in Teacher Education Programs" (Ivette Fernandez); (4) "Developing a Personal Statement about a Philosophy of Education" (Elliott Seda); (5) "The Novice Teacher: A Species at Risk" (George M. Bailor); (6) "Teacher Preparation in Multicultural Education" (Ramon A. Serrano); (7) "Professional Inquiry: A Strategy for Enhancing Teaching and Learning" (Clarice Baker Big Back); (8) "Field Tests of a New Science Curriculum: The National Geographic Kids Network Experiences of a Teacher and His Students" (Dick O'Grady); (9) "HIV/AIDS Prevention in Teacher Education" (Lydia Blasini); and (10) "The Significance of 'To Open Minds' by Howard Gardner for Developmentally Appropriate Practice in Early Childhood Education" (Celeste A. Lasater). (LL)