GRADES OR AGES: Teacher interns. SUBJECT MATTER: Teaching culturally disadvantaged youth. ORGANIZATION AND PHYSICAL APPEARANCE: The seven course topics are listed, as well as an introduction, the course prerequisite, course requirements, and a list of basic textbooks. The guide includes eight instructional modules. OBJECTIVES AND ACTIVITIES:…

Competency-Based Teacher Education (CBTE) is covered from the standpoint of organization, operation, and management. Organizational aspects include (a) clarification of the roles of administrators, professors, students, and school districts; (b) reorganization patterns of the traditional administrative configurations; (c) reallocation of human,…

In this competency-based teacher education module, the participant is given the opportunity to work in a group where the focus is on feedback to the participant about his interaction with the group. The module is concerned with the participant's ability to share with others. It is composed of seminar groups and other group activities. (JA)

Competency Process is a strategy designed for the Pennsyvania Department of Education for use in implementing competency based teacher education. Competency Process rests on the thesis that the most effective and humane way to institute change is to involve those affected in planning and implementation. It utilizes group techniques, inclusive…

This document, which provides a perspective in planning competency-based teacher education programs that is different and future-directed in its approach, is divided into three parts, the first of which is a presentation of Jantsch's model of teacher education. In this model teacher education is viewed in two dimensions: (a) horizontal,…

In order to develop an adequate multicultural competency based teacher education (CBTE) program, culturally-determined individual learner characteristics must be delineated and the nature of interactions between specific teacher behaviors and pupil characteristics must be investigated, in order to determine which set of teacher behaviors applied…

This module cluster was prepared for the Seventh Cycle Teacher Corps Program at Glassboro State College. The purpose of the module cluster is to enable students to be able to identify and write behavioral objectives. There are no prerequisites for the cluster. The two modules which form the cluster are: (a) Identifying Behavioral Objectives and…

This packet of learning plans focuses on personalizing the teacher education experience through the APACE program (A Personalized Approach to Competency-Based Education). A rationale, objectives, learning activities, and evaluation procedures are presented for specific topics in the areas of the nature of learning, planning, teaching, knowledge of…

This paper discusses aspects of competency-based teacher education in order to provide useful information for developers. Some essential elements of a competency-based program are described, and three approaches for bringing about programmatic and organizational changes necessary for competency-based program development are defined. Advantages and…

This eight-part document describes a process of developing and implementing a competency-based teacher education program that considers the present teacher education program and provides for the translation of courses in a competency mode. This approach involves a delivery system built around the module, module cluster, and components. Part 1…

This annotated bibliography is divided into four sections and covers material published between 1952 and 1974. The first section is an introduction that reviews the history of the recent development of competency-based teacher education (CBTE). Section 2 is the annotated bibliography, with 158 listings arranged alphabetically by author. An update…

This report displays and briefly describes the set of professional competencies and other learning outcomes that comprise the objectives for elementary majors enrolled in the Indiana University competency-based teacher education program known as RELATE (Reading and Language Arts Teacher Education). This report is divided into 10 units and lists…

This document on performance-based teacher education (PBTE), issued two years after the first publication of AACTE's Committee on PBTE, represents an attempt to clarify key concepts and terminology, call attention to significant potentialities and problems, and suggest future action. Chapter I is a brief introduction. In Chapter II, the committee…

This report discusses the conditions for initiating the renaissance of the laboratory schools. These conditions include the discovery of the principle of semi-conductors as electronic amplifiers, new advances in statistical methods of measurement, the development of microteaching, and the use of the accountability movement which in turn provides…

This report details the results of a completed 4-year program developing performance-based field-oriented teacher education (TEPFO) at the University of Washington. It gives baseline designs for the establishment of TEPFO programs, and it discusses scheduling implications for students and faculty. The information in the appendixes (two-thirds of…