Context: This article is based on a pragmatic theoretical perspective on education, in which theoretical and practical competences are developed through experiences and participation in real-world teaching contexts. Previous research points to a lack of culture for authentic workplace-based assessment in vocational and professional education in…

The urgency of the problem under investigation is due to the fact that, in accordance with the Federal Law "On Education in the Russian Federation" concentrated system of training of working professions, in which the most important specialist in the formation of the qualification is a master of industrial training as the last and only…

Competence-based education refers to the integration of knowledge, skills, attitudes and interactivity as the intended outcomes of learning. It makes use of lifelong learning and lifelike tasks in realistic settings and requires the cooperation of teachers. This research was prompted by the desire to explain why collegial cooperation often seems…

Vocational educators in Swaziland identified professional competencies in focus group workshops. These competencies and additional ones identified in a literature review were refined into 11 competence areas needed by teachers of practical studies (agriculture, commercial, home economics, and technical). (SK)

The competency-based teacher education project titled "Pre-Service Occupational Program," at Illinois State University, Normal (behaviorally stated objectives, preassessment of objectives in relation to learners, learning activities, evaluation for competence, process adjustment) can serve as a model for teacher-training institutions to…

Without objective measures of occupational competence, it is not possible to ascertain whether the prospective teacher possesses the broadly-based level of competence essential for effective teaching. Each occupation contains elements which distinguish the competent tradesman (the author identifies seven). Assurance is required that the level and…

An agricultural teacher educator states that one of the most important tasks facing agricultural educators is the determination and refinement of the competencies required of teachers. Also necessary is the determination of how these competencies are best acquired and evaluated to assure high quality standards. (JH)

Designed to provide direction for those who contemplate establishing a competency-based program for vocational teachers, this monograph contains major papers developed for the Institute on Competency-Based Teacher Education for Virginia Vocational and Technical Teacher Educators held in Blacksburg, November 23-26, 1975. Also included are two…

Maley outlines elements of a philosophy of teacher education. Walker describes a program at Indiana University of Pennsylvania, a field-centered, competency-based approach in which a team of professionals provides training and upgrading at the teacher's job site. (SK)

A single-letter grade, the traditional method of reporting the performance of student teachers, does not adequately reflect the strengths and weaknesses of vocational students' abilities to teach both content and skills. A criterion-referenced approach can provide a more descriptive record of each student teacher's competencies. (CT)

Describes a range of programs created to help new teachers succeed. They are designed to meet the varying needs of preservice teacher program graduates, college graduates with required vocational skills who decide to become teachers, and noncollege graduates who bring their specialized skills directly to vocational education from business,…

Some advantages and disadvantages of competency based vocational teacher education are presented and discussed. While the advantages center on the quality output of this type of teacher education, the authors warn of a teacher education system that may become politicized and deprofessionalized. (DS)

Since 1970 there has been increased interest on the part of State Department of Education in the development of performance criteria for teachers, and in Competency Based Teacher Education (CBTE). The American Association of Colleges for Teacher Education has developed five characteristics of CBTE, five implied characteristics of CBTE, and seven…

The results of this study of 50 vocational teachers in Tennessee suggest the usefulness of competency-based modules as a continuing teacher education device. The modules have a positive impact on teachers' knowledge and confidence to develop and identify student performance objectives. (CT)