Presents a discussion of frequently stated strengths and weaknesses of performance-based teacher education (PBTE). The author suggests that PBTE has both strong points and weak points and that the key is to integrate the strong points into traditional teacher education programs. (LRA)

Competency-based teacher education (CBTE) is discussed in terms of definition, concepts to be found in programs, how to get at the pedagogical and technical competencies, and the problems and promises of CBTE. (BP)

Competency-based teacher education has provided institutions preparing students to become teachers of vocational agriculture with a basis for sequencing, unduplicated instruction, relevance, accountability, and some degree of measurability in the development of professional teacher education programs. (JOW)

Indicates that performance-based education (PBTE) falls short of its promises because of fundamental flaws. States that PBTE does not capture the complexity of teaching, is behavioristic, and lacks a research base. (JOW)

This study identifies special needs students, by category of definition, who were enrolled in vocational agriculture programs in Pennsylvania during the 1980-81 school year. It further identifies program-related problems encountered by vocational agriculture teachers and it provides teachers' perceived level of competence for teaching handicapped…

A survey questionnnaire was administered to 139 educators to determine the professional education teacher competencies needed by postsecondary agriculture technology teachers. Of the 100 competencies listed on the questionnaire, 99 were perceived by the surveyed group as being above 3.0 (instrument scale average) in importance to the job. (LRA)

A study to determine the professional competencies needed by beginning teachers of vocational agriculture in Delaware revealed that teachers and supervisors felt that at least average competence was necessary for 246 of the 250 competencies included in the study. (LRA)

The analysis of the data from an 84.2 percent questionnaire response by Indiana extension agents and agribusiness teachers provides 12 conclusions regarding their competency needs and five recommendations regarding inservice teacher training and courses needed in the areas of entomology. (BP)

In an examination of methods courses for students of vocational agriculture education, concern is expressed about whether Vo-Ag teachers are mastering techniques which invite student participation. A national survey in which methods course syllabi were analyzed for emphasis on developing competence in teaching techniques is described, and…

Four possibilities are proposed for assessing the technical competence possessed by prospective teachers that build on and further extend the "credit hours earned" and "years of occupational experience" criteria. (HD)

Describes a study conducted to develop a system for the technical component of a competency-based teacher program in agricultural education. The findings of the study revealed that there were differences between the technical competency needs of beginning teachers and that of beginning workers. (MF)