A DECADE AGO reports of research about the preparation of teachers of science and mathematics frequently questioned their own validity on the grounds that the goals of science and mathematics education and the responsibilities of teachers of those subjects were as yet unclear. This problem of clarification has also been the concern of a considerable proportion of research reported since 1930. Various criteria for the reorganization of content materials in teacher education have been explored. Today philosophizing is increasingly supported by research data in picturing the function and preparation of the teacher who has competence.