This monograph presents a general view of the results of implementation of performance-based teacher education programs (PBTE). Part I includes an overview of PBTE and a brief description of PBTE-oriented institutions selected by the PBTE committee. The overview concerns introductory information, the basic approach to implementation and an…

The peer panel procedure was developed with the knowledge that students can be co-producers of educational programs, not simply consumers of that program. The use of peer assessment as a means of broadening an educational experience in teacher preparation and CBTE programs is investigated. (RAO)

The University of Northern Colorado has expanded its multicompetency approach to teacher education to include training in teaching the severely/profoundly handicapped and blind component. Coursework emphasizes such areas of sequences as child growth and development, roles of ancillary staff, and application of specialists' reports. (CL)

Describes the teacher assurance program of Eastern Washington University, which benefits the department of education in the areas of credibility, student marketability, accountability, and program feedback. (FL)

Reliability ratings were conducted on 18 operationally defined teacher behaviors within four competency-based teacher education categories: planning instruction, methodology, behavior management, and classroom management. Percentages of agreement calculated on product and performance sections of an observational checklist were in the acceptable…

The School of Special Education and Rehabilitation of the University of Northern Colorado conceived, designed, and carried out this follow-up study of their graduates to obtain information concerning behavioral competencies valuable in their positions. (JA)

Examines the idea of competency/performance based teacher education to determine if it is a fad, or if it has real promise for reform. The authors urge that a single definition for C/PBTE be developed. They argue that while there are some short-range benefits to be derived from installing a C/PBTE program, it will take years of research and…

Contends that teacher education is based on knowledge at the expense of ability and offers alternatives for improving programs leading to reading certification. (TO)

With the idea that students' learning should be translated into actual performance, the performance-based, field-centered teacher training program at Brooklyn College was instituted. (Author/PG)

Describes how Arizona educators fear that the threat of noncertification will be used, under a new performance-based'' program, to dictate what and how they will teach. (Author)

A study was conducted to identify and validate communication technology competencies needed by industrial arts teachers in Virginia. Seventy-two tasks were identified as vital for teacher education programs in communication. (LRA)

Discusses implications of attempts to specify teacher competencies. Points out that proponents of competency-based programs for teachers belong to the behavioral school of thought, whereas critics of behaviorism are often labeled humanists. (Author/KC)

Presents a discussion of frequently stated strengths and weaknesses of performance-based teacher education (PBTE). The author suggests that PBTE has both strong points and weak points and that the key is to integrate the strong points into traditional teacher education programs. (LRA)