As the world increasingly becomes a global society, education is viewed as an important avenue for national development. New teacher preparation and inservice teacher professional development is key to educational improvement. This Digest examines teacher education goals, candidate selection, content of teacher education programs, and student teaching or clinical preparation in selected countries. Many countries identify quality teachers as the goal of their teacher education programs. The social mission of teacher education is quite broad across countries. Countries vary in how they create standards for teacher education. Qualifications for entering teacher education programs vary considerably. Most countries have multiple entry points into teaching. Traditionally, teachers have been prepared in normal schools; however, many normal schools have evolved into multipurpose, 4-year colleges. Trends show teacher training being embedded in undergraduate degree programs, the requiring of undergraduate degrees for all teachers, and extending preparation requirements into graduate-level programs. Though there exists some variation in teacher education programs' curriculum content, most offer some combination of coursework in subject matter, teaching methods and materials, child growth and development, and other education courses. Student teaching or strong clinical practice is seen as essential in teacher preparation. The duration of such an experience varies widely and is influenced by teaching level and the nature of the teacher education program. (SM)