To respond to teacher training needs, staff at the National Center for Research in Vocational Education developed an alternative approach to teacher/instructor preparation, called performance-based teacher education (PBTE). This training program was based on competencies required of successful vocational and technical instructors and required the instructor to obtain certain knowledge and demonstrate the essential teaching skills in an actual instructional situation. Through the DACUM (Developing a Curriculum) job analysis procedure, professional competencies required of vocational instructors were identified. With this research base, the National Center developed teacher training materials in the form of individualized learning modules. Each had as its base one or more of the competencies. A total of 132 modules in 14 categories were prepared. Materials were used mainly by training institutions concerned with preservice and inservice teacher/instructor preparation and private and public agencies concerned primarily with staff development or inservice training of instructors. Positive effects were reported on teacher education programs, staff development programs, teachers and instructors, and students and classrooms. (Attachments include a listing of PBTE modules and descriptions of selected PBTE programs.) (YLB)