High Tech High School's teaching internship program blends on-the-job work with classroom theory. Interns spend two years working as full teachers as they take courses. The program serves three large purposes: Train new teachers and build capacity in the HTH organization; train teachers in and beyond HTH for success in a wide range of contexts;…

Mathematics teachers need specialized math knowledge that is different from the knowledge needed by mathematicians, including the mathematical understanding involved in posing questions, interpreting students' answers, providing explanations, and using representations. Based on the authors' work involving over 300 teachers, they have found that…

The author, who has been involved in one of New York State's mandated competency-based teacher education (CBTE) programs, comments on and criticizes three articles about CBTE. (JF)

A humorous article critical of the proceedings of the Pennsylvania Department of Education's Competency-Based Teacher Education Workshop. (JF)

Describes the self-paced, competency-based teacher education program instituted at Illinois State University eight years ago and the changes that have had to be made in the program. Four difficult and pervasive problems that had to be resolved are listed. (IRT)

Presents some of the theory of performance-based teacher education (PBTE); examines the characteristics of actual programs professing to be performance based; indicates some of the issues raised by attempts to impose the approach on the profession; and notes some of the shortcomings of the theory. (Author/JF)

Analyzes reasons given for the failure of the competency-based teacher education program at Illinois State University and describes a successful program at San Diego State University. (IRT)

The author gives a tongue-in-cheek account of the results of the next five years' research on competency-based teacher education. (IRT)

The authors present some guides for understanding the controversy over teacher competence and developing teacher competency programs and policies. (Editors)

Argues that the weak research base and continuing evaluation will cause the knowledge base of performance-based teacher education to change. Discusses the changes that could be expected. (Author/JF)

Designed primarily for research and development, the commission described was set up to coordinate the nationwide performance-based teacher education movement. The research and development plan is directed to defining teacher competence, measuring it, and evaluating systems of training for teaching competence. (JF)

A heated controversy occurred when the Texas State Board of Education mandated competency based teacher education (CBTE) for all of the State's 66 teacher preparatory institutions. This is an account of developments in Texas by two major proponents of CBTE. (Author/JF)

A heated controversy occurred when the Texas State Board of Education mandated competency based teacher education (CBTE) for all of the State's 66 teacher preparatory institutions. The author, who has led a movement of professional groups seeking an attorney general's ruling against the mandate, argues that this mandate violates the professor's…

An individualized performance-based teacher education (IPTE) program was first implemented at Weber State College in September 1970. The author, brought to Weber State to evaluate the program, reveals its strengths and weaknesses. (Author/JF)

Examines the idea of competency/performance based teacher education to determine if it is a fad, or if it has real promise for reform. The authors urge that a single definition for C/PBTE be developed. They argue that while there are some short-range benefits to be derived from installing a C/PBTE program, it will take years of research and…