An important aspect of the supply of teachers-the special theme of this issue of the JOURNAL—is the quality of their preparation. In the highly responsible vocation of teaching, quality is in every sense as important as quantity. To specify all of the qualities of professional leadership desired in each new teacher, however, is more difficult than to specify the number of new teachers needed. Hence it becomes essential to examine unceas ingly those educational conditions and processes which it is hoped during college years will bring out and develop the requisite qualities.
Mr. Barr, Professor of Education at the University of Wisconsin, and long a leader in research in this area, and Mr. Singer, a teaching assistant at the same University, have Prepared especially for this issue of the JOURNAL a summary of recent research which seeks to evaluate various practices in teacher education. This summary represents an extensive canvass of the research literature and brings to a focus the findings of various studies on this particular issue. —Douglas E. Scates, Editor.
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