The curriculum of teacher educaion in the secondary school consists of three areas of general educaion, subject-matter specilization, and teaching practicum. The purpose of the study was intendeel to evaluate the theoretical rationale and efficiency of the educaion courses in teacher educaion and to probide with an improved model of them. Since there has been no rational for constructing courses and no criteria for evaluating the efficiency of education courses, first of all, the study was identified the professional kinoledge and skills required for teachers in terms of reviewing such previous researches as of throretical approach of thecher educaion, teacher profession, teacher evaluation and educaional programs, and teacher knowledge and skills. The conclusions of the study was as follows: First, teachers knowledge and skills in secondary schools are summarized in three areas, thus, instruction, student guidance, and professional specialit. Second, it is desirable that education foundations courses be constructed with prolotional weights of 40 % in instruction area, 30% in student guidance area, and 30% in professional speciality area. Third, the courses of each area are recommended as follose : priciples of educaional curriculum, principles of learning and instruction, instructional design and skills, deucaional technology, and educaional evaluation for the area of instructionm, educaional psycholoigy, student guidance, sounseling, and classroom management for the area of student guidance, and priciples of educaion, educaional history and philosphy, educaionsl socialogy, and educaional administraion for the area of professional speciality. Fourth, since the unit contents of each sourses in teacher educaion have been so theoretical and academic oriented, they should be reconstructed to be sencitive to educaional practice.