This document considers the relationships between competency-based teacher education (CBTE) and early childhood education (ECE) and examines the implications of these relationships. CBTE is defined as follows: its objective is to specify competencies; it applies systems theory; and it features personalization and individualization, instructional…

With the exception of Vermont, all state educational agencies responded to a survey questionnaire designed to ascertain the current status of competency assessment teacher certification (CAC). Only 19 states presently award certificates through CAC. This can be explained partially by the fact that state educational agencies can attain the goal of…

In Child Development Associate (CDA) training programs, training must be individualized according to the level of the new trainee, and include supervised field experience and academic-theoretical background. Objectives of the program are to help trainees develop the following competencies for working with young children: (1) To learn how to set up…

Significant changes in state management procedures and in certification of general and special education teachers are occurring as a result of the competency-based movement. The basic task in developing and implementing a workable system is identification of the requisite competencies and determination of competency measurement procedures. Special…

The four major characteristics of the program are listed and described as follows: a) the Professional Block is field centered with "individualized learning packets" taking the place of campus-based education courses; b) the program is highly individualized, with the student, aided by his cooperating teacher, tailoring his program to the…

Three problems have plagued the traditional methods of evaluation of student teachers: the imposition of a supervisor's philosophy on the student, semantic vagueness in a supervisor's checklist of a student's performance, and determining each student's level of achievement. Wheeling College revised its field-based secondary teacher preparation…

The advantages of competency-based programs may indeed outweigh the disadvantages, but it is still fitting that teacher educators be aware of the disadvantages. In competency-based education, teaching acts are given priority over principles that guide the act. If we do no more than prepare teachers to respond to specific stimuli in predictable…

The developmental procedures used in constructing a competency-based, student teacher/in-service program are described in this report. These procedures evolved from redesigning the St. John Fisher College Teacher Education Program to include behavioral objectives. The five steps employed to provide these objectives were: a) stating a goal; b)…

This document describes the Secondary Teacher Education Sequence at Nasson College, Springvale, Maine. Following a brief introduction, the organization of the program is outlined, with emphasis on the following objectives: a) an understanding of the underlying theories of successful teaching and learning; b) observation of the results of the…

During 1971-72, the College of Education of the University of Toledo undertook the planning for the revision of the entire undergraduate teacher education program in the areas of secondary and elementary education. It was decided that the program should be performance based and interdisciplinary and should unite the urban educational institutions…

This pilot program in elementary teacher preparation was performance based, field centered, and team taught. The goals of this program were a) the development of the student's perception of himself as an individual and a professional person; b) the ability to describe the characteristics and conditions for effective learning; c) the design and…

The Competency Oriented Personalized Education Program (COPE) was developed by the Washington State University education faculty as a model of a competency-based and individualized teacher preparation program to meet the needs of a dynamic social enterprise. The essence of the COPE program is a learning model which has three basic stages:…

This document is a collection of 10 papers on home economics teacher education. The preface indicates that the theme "state-of-the-art" does not provide for statements of status or comparisons to other segments of teacher education or home economics. It is stated that the purpose of this collection is to dispel the notion that teacher education…

This paper begins by outlining six functions of a teacher center that are seen as generally accepted and by remarking on certain realities, like the overworked teacher and dearth of funds, that are pertinent to establishing a teacher center. The majority of the text is devoted to an explanation of a large number of specific principles that should…

This report describes the proceedings of a regional conference held for educators and representatives of public and private agencies throughout the New England area. The sponsorship of the conference was shared by Sears Roebuck Foundation Project and the University of Wisconsin at Madison. The primary concern of this meeting was teacher training…