A research and theory-based model proposed for the professional preparation and induction of vocational teachers suggests a collaborative problem-solving effort that would use a clinical approach to preservice preparation. Beginning teachers report problems not in subject material, but in instructional planning, delivery, and classroom management techniques. Although the most effective component of the teacher education process is field experience, more specific "pedagogical laboratories" should emphasize the practice and critique of teaching skills. Among the problems inhibiting smooth induction of beginning teachers are institutional responsibility, professional status of teachers, and lack of tradition in teacher education. There has been a widespread movement in general education to develop and implement a variety of induction programs. Assessment and support of beginning teachers are functions of induction programs. An effective mentoring program is beneficial in teacher induction. Teacher centers should serve the needs of vocational teachers. A collaborative effort should include professional centers, preservice instructional programs, and induction assistance for other school systems. The professional development center should be a direct relationship involving ongoing school and university contact to encourage cooperation. (85 references) (NLA)