This collection of articles presents some pros and cons of performance-based teacher education (PBTE). In the first article, Vincent Gazzetta presents a case for PBTE. He lists 12 areas of concern in teacher education and discusses five issues regarding concepts of competency-based systems. The issues are that a) the definition of competency-based teacher education imposes a single mechanistic system of teacher education; b) competency-based teacher education is anti-intellectual; c) there is no adequate research base; d) there is lack of an adequate financial support base; and e) the mandate of joint governance presents significant problems. The other three articles present cases against PBTE. Harry Broudy discusses three reservations he has about PBTE, which are that a) PBTE lacks one significant definition; b) PBTE is not an adequate approach to the preparation of the all-around teacher; and c) PBTE is based on too much theory. Albert Shanker states that performance contracting and competency-based certification are quackery and explains why he believes this. Sheldon Stoff examines 12 shortcomings of the imposed model of teacher education in New York State. He states that the model a) has no empirical base, b) is Skinnerian in its definitions of psychological and philosophical truth, c) offers a distorted view of teaching and learning, d) industrializes education, e) is anti-intellectual, and f) denies freedom to the university and the student. (PD)