Reports findings of a study conducted at a midwestern university to determine whether a battery of basic skills tests would accurately predict student success in professional education courses. Concludes that test performance was consistent with the general grade point average throughout the college. (FL)

From data gathered from several groups, including administrators, supervisors, and teacher educators of vocational-technical and home economics education, seven basic principles of supervision (composed of 74 performance-oriented competencies) were identified for use as guidelines in developing a curriculum for the preparation of supervisors of…

The purpose of Competency-Based Teacher Education programs is to provide education for teachers that focuses on the development of those competencies--knowledge, skills, and ways of acting--that are most effective in the classroom. This article investigated how the CBTE approach will affect music education. (Author/RK)

In an examination of methods courses for students of vocational agriculture education, concern is expressed about whether Vo-Ag teachers are mastering techniques which invite student participation. A national survey in which methods course syllabi were analyzed for emphasis on developing competence in teaching techniques is described, and…

Describes the use of three educational innovations--prototypes, simulations, and protocol materials--in teacher education programs. Sample lessons and evaluations of each of the innovations are provided. (Author/DB)

Staff involvement, needs assessment, and professional consultants are used to avoid the three usual causes of inservice failure. (JD)

This article reports on the introduction of Competency Based Teacher Education concepts into the curriculum of the Department of Science Education at the University of Georgia. (MB)

A description of a self-paced, competency based teacher education program at Illinois State University. (HB)

Describes the Developing a Curriculum (DACUM) process which involved 10 panelists in a three-day seminar to define "developmental educators" and identify the competencies they need. Provides and lists eight uses for a chart which enumerates, in order of importance, eight competency areas and specific competencies within each area. (CAM)

The field of teacher education is in need of a problematic approach which would emphasize a more humanistic and less technological stance. Illustrations are given as to how such an approach could be applied in two different realms of teacher education: (1) mathematics education; and (2) field experiences for student teachers. (PP)

A model for the self-evaluation and professional development of preservice teacher education students is presented. This model, which uses performance statements, provides prospective teachers with the opportunity to learn how to collect, assimilate, organize, and represent data and how to draw conclusions for self-appraisal. (JN)

Two detailed instruments for evaluating student teacher competencies were developed by academic staff in a school of education: the diagnostic lesson evaluation forms and the general evaluation forms. Competencies, standards, and implementation are discussed. (FG)

Although at one time leadership for establishing requirements in certification and preservice teacher education programs was the domain of teacher educators, that responsibility has shifted to legislators. An example of the result of the legislator's role in program development is a competency based teacher education program. (JN)