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                                This book is a bold attempt to clarify the confusion between conceptual models of teacher education, teaching and the theories available in contemporary teacher education and teaching literature. This book amalgamates series of systems theories and conceptual models from empirical sources. The differences in the level of abstraction, and generality between systems theories and conceptual models and theories, must be understood and accepted, if practising teachers are to develop and use comprehensive conceptual-theoretical systems models of teaching professionally. The development of this knowledge-base is needed to advance the discipline of teaching in its scientific and professional components, especially in the new millennium in countries such as Ghana, Nigeria and the Republic of South Africa, where reform and innovation in education systems have become paramount.

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