For the past decade, the National Center for Research in Vocational Education (NCRVE) has acted as a catalyst in the nationwide movement toward performance-based teacher education (PBTE). In the 1960s, an occupational analysis performed by NCRVE using introspection and interviewing techniques resulted in a comprehensive list of 384 performance elements organized into 10 functional categories. These teacher competencies resulted in a series of 100 modules known as the PBTE modules. Later, a project conducted in 1981 formulated a list of 380 competency statements that were eventually used to develop 13 new PBTE modules for serving the students with special needs. Other NCRVE activities in the field of competency-based education (CBE) have included the development of modules to assist students in improving their basic skills and revision of the original 100 PBTE modules. One of the most recent NCRVE activities in the area of PBTE was a status study of the problem of the technological update of teachers. The study involved a determination of the nature and extent of the need for the technological updating of teachers at the secondary and postsecondary levels as well as an identification of the technologies in which the problem is most critical. The study resulted in the development of a series of strategies and recommendations for use in teacher updating programs. (MN)