Until 1993, the discussion of teacher education reform in the literature was limited to individual authors' suggestions for a vocational education response to reform initiatives and comments on the problems posed by pressures for reform. Debate on how to pursue excellence in vocational teacher education programs focused on vocational education's mission, audience, and delivery. Sharp (1996) recommended changing education so future teachers can develop a core work force with technical and interpersonal skills. Miller (1996) asserted that the mission of vocational education should be based on the principles of constructivism. Vocational education's changing audience was another impetus for change in vocational teacher education. Hartley et al. (1996) proposed a restructured teacher preparation program incorporating integrated content, partnerships with business, and applied technology. Biggs et al. (1996) would require teachers to develop new teaching methods suitable to their new roles as collaborators, facilitators, and lifelong learners. Johnson and Wentling (1996) recommended abandonment of the traditional testing culture for an "assessment culture." A proposed 21st-century model for vocational teacher education consists of assessment, curriculum framework, standards of knowledge and practice, principles of vocational and technical teacher education, and philosophical foundations. The need for lifelong professional development was another important theme in the reform literature. (Contains 17 references.) (YLB)