A brief survey of the origins, theory and implications of competency-based (or performance-based) teacher education (CBTE) and its effects on foreign language teacher preparation. Reactions to the CBTE controversy in connection with the efforts of the AATG teacher training task force are also discussed. (TL)

A review of educational trends leads to the suggestion that general propositions for improving teacher education should be transformed into carefully conceived program specifications that will result in a few rigorously designed, exemplary teacher education models. (JD)

The trends toward competency-based teacher education (CBTE) and its basic characteristics are described. The meaning of CBTE to the foreign language profession as a whole, to secondary school foreign language teachers, students preparing to be teachers, and college faculty is discussed. A model for program development is presented. (SW)

Without an efficient, effective data storage and retrieval system, no performance based teacher education assessment plan will succeed. Concepts and techniques fundamental to the establishment of such a system are described. (MJB)

Reports a study using the perceptions of science supervisors to determine those competencies that all secondary school teachers should possess. (SL)

If teacher competency tests were constructed according to a criterion-referenced paradigm, it would be possible both to assess worthwhile competencies and describe them with sufficient rigor. Such tests would thus be amenable to the design of effective instruction, permitting aspiring teachers to master the competencies identified. (Author/GC)

Describes design and implementation of a performance-based teacher education program at a postsecondary private technical school. Two programs, an initial one and an inservice one, are offered in teaching methodology. (CH)

Teacher education programs should include methods of promoting self-awareness in prospective physical educators. Suggested guidelines to help develop potential are listed, including increased autonomy; more adequate assumptions about reality, possibility, and value; improved competencies; and increased awareness and openness to experience.…

A study was initiated to determine how preservice teachers would rate selected teacher competencies on relative importance and learning potential. Grooming and health, subject matter knowledge, and classroom maintenance were considered most learnable. Important competencies were respecting students, showing maturity, and showing interest in…

Presenting their Integrated Model for Training and Supervision of teachers, the authors outline the sequential steps in its use. (MD)

The basic assumptions and historical roots of CBTE are examined; the rise and development of opposition to CBTE is traced; and predictions of CBTE's future are ventured. (MM)

The article describes a graduate level, inservice program for improving teacher competence, broadly defined in terms of personal growth, in which student decision-making, collegial teaching, and the generation of ideas from personal experience are used to develop competencies to plan and bring about educational change at the preschool-elementary…

The results are discussed of a two year study by home economists in West Virginia to establish competency requirements for home economics teachers. Developments include competencies for a comprehensive program for grades 7-12, specialized programs for secondary teachers grades 7-9, and a specialized program for elementary teachers grades 4-8. (DS)

The derivation and validation of teacher competencies for inclusion in competency based teacher education programs are examined and strategies for special education teacher training and research are suggested. (MC)

An overview of the development of protocol materials, with specific examples from the Utah State University Protocol Project, which concentrates on concepts of teacher language. (Author/HB)