The purpose of this study was to investigate the effect of a community service activity on improving teachers' pedagogic competence in Bawean Island of Gresik Regency, Indonesia. The treatment method was based on a model of special education profession in a remote island by implementing lesson study activity introduced and developed previously on…

The relevance of the researched problem is caused by the fact, that in modern social circumstances the special attention is given to the formation of a modern highly qualified music teacher, who should be prepared to implement his professional activity in a multicultural society, be able to treat the representatives of various social groups, their…

This paper reports on how teachers within health sciences education translate outcome-based education (OBE) into practice when they design courses. The study is an empirical contribution to the debate about outcome- and competency-based approaches in health sciences education. A qualitative method was used to study how teachers from 14 different…

Implementation science defines training and coaching as two important competency components to support fidelity of implementation of evidence-based practices. The present study explores the perspectives of 21 preschool teachers, located in the United States, about the professional development (PD) they received, which included training and…

Since 1998, the Flanders' educational government in Belgium has been urging teacher education institutions by decree to implement competences in teacher training programs. Since then, years have gone by, and institutions have acted in order to achieve the competence-based goals. However, have they succeeded in implementing them? This is the…

Results of a survey of teacher education institutions with competency based teacher education programs is presented. Eleven validated problems encountered in planning and developing such programs are examined and implications are discussed. (JMF)

A followup study was done in 1980 to determine if trends were evident in the involvement of American Association of Colleges for Teacher Education (AACTE) institutions in competency based teacher education programs (CBTE). The results were compared with those obtained in 1973, 1975, and 1977, revealing some leveling of trends. It was found that…

Teachers, administrators, and a few parents and students rated 100 teacher competency statements with the help of the Research and Development Center for Teacher Education. These competency statements then served as the basis for the Professional Personnel Evaluation System (PPES), which also consists of rating scales to be completed by…

Describes an evaluation of performance-based teacher education (PBTE) programs conducted in three Australian states for technical and further education teachers during 1979. The objectives of the research included effectiveness of the PBTE approach, reactions of participants in the programs, and institutional considerations in its operation.…

Data from a survey of 299 practitioners were assembled to identify needed competencies of administrative and direct service personnel in implementing postsecondary support programs for learning-disabled students. Key competencies identified by instructors include assessment skills, cognitive interventions, and instructional skills, whereas…

Teacher education programs in 63 New York state colleges and universities were surveyed to determine which elements of competency-based teacher education have been adopted and the degree of participant satisfaction. Results reveal that concepts such as mastery learning, criterion-referenced assessment, and performance-based measures that evaluate…

During an extensive inservice program, teachers and aides in 20 kindergarten and first grade Follow Through Classrooms were observed for mastery of the Direct Instruction Model. Two trained observers used the Direct Instruction Supervisor Code to record behavior in the fall, winter, and spring. Subjects were observed while teaching a 12 minute…