This study is an historical survey of philosophical concepts, movements, studies, reports, and practices selected as being significant for an understanding of the efforts to increase the quality of teacher education and the establishment of what has been designated as competency/performance based teacher education (CBTE) programs. Part one describes the purposes, scope, and nature of the study and includes a definition of terms. Part two reports significant antecedents of CBTE prior to the twentieth century. Part three reports developments in educational theory and practice in CBTE programs early in the twentieth century. Part four discusses the nature of teacher education and factors leading to the development of competency/performance based programs. Part five summarizes the search for antecedents of CBTE while discussing the various roles a teacher must assume--a person, a teacher, a member of a profession, and a citizen. (MM)