This document discusses: a) background for the development of a system of teacher training; b) protocols, including the parameters and characteristics of protocols, protocols in other fields and their relationship to protocols in education; c) the concept of a concept, including attributes and operational definitions of concepts and types of concepts; d) concept analysis, including concepts as verbal behavior and the interrelationship of concepts; e) conceptual structure, including the relationships of hierarchy and language to conceptual structure; f) the teaching and learning of concepts; g) the use of concepts, including the relationship of concepts to interpretation, criteria for judging concepts, the relationship of competence to performance, and the evaluation of concept comprehension; h) the evaluation of protocols, including realism, relevance, and salience, the phenomenon of concepts in use, and design considerations; i) the current status of protocol development; and j) recommendations with respect to protocol development and teacher education, including protocols as entering behaviors, protocols and teacher training programs, concepts for the development of protocols, developmental steps for the production of protocols, entering behaviors for protocol users, communications between protocol developers and users, protocols and instructional guides, and protocols and dissemination. (RG)