This document is divided into an introduction and two sections. Each section is divided into two parts: definition and synthesis. Section 1 is devoted to competency-based teacher education. The "definition" part presents 14 definitions of competency-based teacher education that have been culled from various authorities. The "synthesis" part lists…

Examines the effectiveness of competency based teacher education (CBTE) programs in terms of student achievement, acquisition of teacher competencies, and reactions toward the program. In determining the effectiveness of CBTE, it is advisable to examine each program's components and to evaluate each program in terms of its outcomes. (Author/IRT)

This report is a collection of research information on competency based teacher education (CBTE) programs. The methods of collecting data consisted of two surveys sent to teacher education institutions and an ERIC search using a variety of descriptors. In total, information was obtained relating to 56 institutions and 65 programs from 66 different…

Competency based teacher education has been defined in various ways, but there is general agreement on at least two basic elements. The first essential characteristic is the specification of teacher competencies which form the basis of the entire program. The second is the design of assessment techniques directly related to the specific…

This book provides a comprehensive overview of the competency based teacher education (CBTE) approach. The individual papers comprising the chapters were written at different times, but collectively they provide a sequential introduction and analysis of the concept. A chapter on definitions provides a system for analyzing a CBTE program by…

This document analyzes assessment problems related to teacher competencies and synthesizes diverse opinions on a variety of assessment concerns found in educational literature. Part one reviews the nature of competency statements and their implications for assessment. Part two discusses various viewpoints on how competencies should be written.…

This report contains information on performance-based or competency-based teacher certification in each of the 50 states and the District of Columbia. The existing and/or planned requirements in each of the states for performance-based certification are listed. It is noted that a certification system is considered performance-based when it…

There are eight areas which require attention in planning for state implementation of performance-based teacher education (PBTE): (a) initiation action, (b) goal statement formulation, (c) state role identification, (d) certification pattern design, (e) delivery system structure, (f) support mechanism organization, (g) regulation changes…

The question of the effectiveness of CBTE is discussed by way of definition, a look at its generating forces, the responses to CBTE, its immediate impact, and its long term impact. (MM)

This questionnaire was designed for state education personnel who wish to ascertain the number and nature of competency-based teacher education programs in their state. The document in its present form has been field tested in two states in which surveys were conducted using preliminary versions of this form. The form may be modified to obtain…

As States move toward performance-based teacher education and certification, a determination of the function of the State must be made. Within the approved program approach, and along a continuum from decentralized control and decision making to centralized control, five models of certification can be identified: process, information,…

Discusses ideas, pro and con, about performance-based teacher education and certification and the procedures used in New Jersey to develop teacher performance criteria. Indicates that the involvement of the teaching profession is desirable in the teacher preparation and certification process. (CC)