Purpose: Changes in society, the economy and health require a response from higher education regarding the training of professionals, specifically, future teachers. In this sense, active methodologies constitute, in line with the 2030 Agenda for sustainable development, a key strategic element in teacher training, given the need to educate for…

Adapting teacher education programs to societal changes is a current issue, especially when viewed through the European frameworks driving transformative reforms. The paper reports how European frameworks and other initiatives in higher education and teacher education aim to support the transformation of teacher education programmes. Multiple…

'Good teaching' remains disputed, but few studies have empirically studied variations in views of good teaching as reflected in teacher education. This study performed a content analysis of criteria for student teacher lesson observations stated in protocols from universities in six countries. Similarities across the protocols were the absence of…

Teacher competency frameworks comprise a number of competencies that enable a teacher to develop effective teaching practices. However, their conception, value, use and recognition vary widely. Equally, assessment and measurement of such competencies differ across contexts. More recently, a body of research has emerged which focuses the lens of…

This paper deals with three components of the quality control process in teacher preparation: certification, competence, and assessment. Each component is described in terms of its types and uses; then they are discussed as conglomerates to describe various systems in operation. This is done by a review of procedures in selected states and a…

Three papers address the competency based teacher education (CBTE) movement, particularly as it relates to teachers of the visually handicapped. In the fist paper, I. Holman and G. Scholl review some of the activities related to CBTE in regular, special, and visually handicapped education to determine current status of the field, to identify major…

The article examines a competency-based objectives system for evaluating the student teaching experience for majors in speech-language pathology and audiology programs. It is composed of 89 competencies which cover the broad range of knowledge, skill, and value objectives that a student is likely to experience during student teaching. (Author/SW)

The paper is a product of the 3-year project, "Functional Mainstreaming for Success," designed to develop a model for instructional mainstreaming of handicapped children (3-6 years old) in community settings. Thirty-two sources were reviewed which deal with the teacher competencies needed by regular teachers for successful mainstreaming.…

The recent history of bilingual special education teacher training is discussed, and specific examples are cited of the need for cross-cultural skills which are found neither in bilingual/bicultural education nor in special education but are vital to working with culturally and linguistically different exceptional (CLDE) students. General and…

The paper is a product of the 3-year project, "Functional Mainstreaming for Success," designed to develop a model for instructional mainstreaming of handicapped children (3-6 years old) in community settings. The literature on in-service training needs of regular teachers teaching handicapped children in the mainstream is reviewed and a proposal…

This paper gives an overview of issues related to language assessment of prospective bilingual education teachers who are enrolled in postsecondary institutions. The review indicates that, generally, little has been done on the establishment of entry/exit level criteria for language assessment. Where criteria exist, they are viewed in terms of the…

The two principal types of teacher education models--traditional (competency-based) and humanistic--are reviewed as they relate to the training of the foreign language teacher. A synthesized model of conventional second language teacher programs is set forth. Competency-based and performance-based models are described as interim structurings of…

The article presents a personal analysis of competency-based teacher education (CBTE) in terms of perceived positive and negative aspects of the CBTE approach. CBTE is compared with a traditional approach to teacher education and 11 suggestions for CBTE are offered. (SBH)

This article reviews the history of the Role Definition Project which developed the Competency Based Curriculum Framework (1985) providing standards for health educators. It discusses origins of the project in a 1977 report, a 1978 workshop, the Project's activities in role specification and verification, a national conference, curriculum…

Because competency-based teacher education (CBTE) is being more extensively used to train teachers of handicapped children from birth to age 6 years, this booklet was written to provide an overview of the current literature and practice of CBTE. The author reviews the rationale for and essential elements of CBTE programs, as well as presenting two…