The three sections of this paper describe separate aspects of the Pre-Service Elementary Education Center at Youngstown State University, which enables elementary education students to participate in on-side experiences in elementary schools, with an emphasis on reading instruction. The first section provides a program overview, noting how the…

This document reviews the competency-based teacher education movement (CBTE). The first portion discusses the definitions of CBTE. The second portion reviews the basic elements of CBTE: individualized instruction, personalization of instruction, student involvement, effective management systems, and a field-centered approach. Criticisms of CBTE…

The authors offer a sample of CBTE in action. They have worked through some of the problems and point to an optimistic future. (Editor)

This paper describes the Elementary Physical Education Program (EPE) at Washington State University, which represents a field-centered, competency-based approach to the preparation of physical education teachers. General program objectives include the following: (a) to prepare elementary physical education specialists to work effectively in a…

Well-developed media modules, geared especially to the needs of special education teachers, can be an invaluable aid to an effective teacher education program. (LH)

Intended for use by secondary and postsecondary vocational instructors in organizing and conducting supervised occupational experiences for students, this handbook is divided into two parts. Part 1 covers planning and managing occupational experience programs and discusses the following topics: (1) basic definitions and objectives of an…

Current trends in teacher education are characterized by programs designed to emphasize approaches to learning which are competency based, field centered, and individualized. Presently few colleges and universitites have progressed very far in the development and implementation of these innovative teacher education programs. This study presents…

The problems associated with development of a field based teacher education program in the public schools are examined. Conflict between the college education department and the cooperating schools for control of time and curriculum frequently appears in such programs. A model is proposed for the structure and development of a consortium that…

A report is given of an evaluation of a consortium comprised of two suburban school districts, their respective professional teacher associations, and the University of Washington College of Education. This teacher education program is performance-based and field-oriented. The program, its rationale and development, are described, and actively…

A teacher education program is described that functions in three patterns of education. Field placements are made in three different socio-ethnic-economic environments--suburban middle class, inner city, and metropolitan mixed-ethnic. A distinguishing feature of the program is that it is collaboratively planned and implemented. The major…

The Ohio State Board of Education approved new standards for colleges and universities preparing teachers, which have major implications: (1) joint governance of teacher education by universities and school districts; (2) university involvement in in-service teacher education programs; and (3) a new emphasis on field experiences in a variety of…

This issue of the Multi-State Consortium on Performance-Based Teacher Education (PBTE) newsletter presents an examination of Florida International University's efforts over two academic years to develop and implement performance-based curricula across all of its programs at both the undergraduate and graduate levels. Efforts were aimed at…

The University Affiliated Program at the University of Southern Mississippi developed and implemented a model preservice transdisciplinary training program to prepare graduate leadership personnel in early intervention. The program components include a competency-based curriculum; options for field experiences; diverse training options; and links…

The licensure requirements for technology teachers vary widely from state to state. The goals of the alternative teacher licensure movement have been to allow more individuals to become certified as teachers more quickly and to attract more people with life experiences into teaching without the necessary completion of traditional undergraduate…