In an earlier Journal of Teacher Education article (Lind-

say, 1983), I suggested that teacher educators have a major function to serve in the field of adult education by provid-ing theory, research, and instruction for prospective and current practitioners in that field. Specific recommenda-tions in that article included the need for a broad-based literature review of current practices in adult education, giving special attention to the identification of those prac-tices which contradict current pedagogical influences in the field of adult education. The present report is a summary of what that more extensive review might embrace. This summary has been prepared to assess the status of teacher effectiveness in adult education and thereby to aid teacher educators in preparing effective instructors of adult learners. The assessment includes an examination of methodology and findings with regard to what constitutes the desirable knowledge, skill, and personality characteristics of teachers of adults. Research Methodology in Adult Education To date, research methodology in adult education is typified by descriptive case studies, in a qualitative vein, and survey studies, which are quantitatively analyzed an