The South Australia College of Advanced Education undertook a staff development program for industrial trainers in Papua New Guinea, 2,500 miles from the college. The program used individualized instructional modules based upon principles of performance-based teacher education. While this was its strength, lack of resources and distance between…

In a project to identify and verify professional competencies for beginning industrial education teachers, researchers found a 173-item questionnaire unwieldy. Using multiple-matrix sampling, they distributed subsets of items to respondents, resulting in adequate returns as well as duplication, postage, and time savings. (SK)

The Criterion-Referenced Test of Pedagogical Knowledge (CTPK) and the Hill Education Cognitive Style Interest Inventory were administered to 30 students in a performance-based vocational teacher certification program. Learning preference, personal, and program characteristics were identified for mastery (over 80 percent on CTPK) and nonmastery…

Describes Phase 1 of Florida's competency-based teacher education program which is concerned with identifying and validating professional competencies important to beginning and experienced trade and industrial education teachers. (TA)

Describes a study which sought to develop a criterion-referenced cognitive instrument based on the 83 performance elements contained in 30 teacher education modules. Discusses whether it is educationally sound to conclude that those who possess appropriate teaching skills also possess an appropriate cognitive base. (JOW)

The minicourse and microteaching instructional procedures were perceived as being effective in teaching the concepts identified in the model. (Author)

Reports results of a study to rank needed professional competencies according to Florida's community college technical education instructors, first-year and experienced, and to indicate perceived differences in importance in particular technologies. The rank order of eighty-two competency statements is shown; implications for competency-based…

The paper's proposition is that many "overtly behavioristic" innovations in teacher education (performance-based education, microteaching, microsupervision, and microcounseling) are not in conflict with the humanistic approach; the critical need for understanding and application of the construct of intentionality demands that humanists…

Process and product evidence presented in the paper indicate that the competency-based, mastery learning inservice workshop can be an effective diffusion strategy for an educational innovation. The innovation under study was a competency-based, mastery learning, individualized instruction project; the diffusion methods used were the same as the…

Responses from 70 of 137 Arkansas technical institute instructors indicated that they found the Performance-Based Teacher Education module series useful, particularly those on instructional planning, special/exceptional needs, instructional evaluation, and teaching adults. Different types of instructors (trade, literacy, business, health,…