Competency-based teacher education has provided institutions preparing students to become teachers of vocational agriculture with a basis for sequencing, unduplicated instruction, relevance, accountability, and some degree of measurability in the development of professional teacher education programs. (JOW)

Indicates that performance-based education (PBTE) falls short of its promises because of fundamental flaws. States that PBTE does not capture the complexity of teaching, is behavioristic, and lacks a research base. (JOW)

The South Australia College of Advanced Education undertook a staff development program for industrial trainers in Papua New Guinea, 2,500 miles from the college. The program used individualized instructional modules based upon principles of performance-based teacher education. While this was its strength, lack of resources and distance between…

Based on experiences in Kansas, the problems discussed include: discrepancies between competency-based teacher education and current certification practices; categorical approaches to training and certification; reciprocal agreements for coursework and certification requirements; and the supply/demand of teachers. Possible solutions cited include…

A needs assessment survey was conducted with 77 teachers serving bilingual/multicultural exceptional children. A five-point Likert type scale was used to assess degree of importance teachers attached to each of 18 teacher training competencies. (SB)

Asserts that Competency Based Teacher Education as a social science is extremely inadequate, and that attempts to standardize teaching through formal performance criteria ought to be viewed as the bureaucratization of education. (Author/ML)

Competency-based in-service education programs are put forth as an effective way to provide systematic training for special education teachers. (MM)

Describes four approaches to competency-based staff development piloted in Texas during 1978 and 1979. These approaches to staff development are identified as (1) the pre-post workshop model, (2) the pre-inter-post workshop model, (3) the opportunities course model, and (4) the diversified training model. (CT)

This paper makes a case for the contribution of microteaching to competency based teacher education (CBTE). Microteaching, as a precursor to CBTE, is described as having had a direct influence on its acceptance and development. (JN)

Describes a research methodology to examine and synthesize previous competency-based teacher education studies, in order to develop a base for individualizing competencies for a particular school system or state. Validation of the competencies identified through the content analysis procedure was accomplished using a jury validation consensus…

Provides an overview of major areas of proficiency which contribute to the effectiveness of continuing education practitioners. Suggests ways to acquire these proficiencies through personal efforts and participation in professional development activities. (Editor)

Serious questions which face us may often be better understood when a modicum of salty satire is applied. Or is the author serious?!! (Editor)

This response enlarges upon several of the theoretical bases of Thomas F. Green's paper, "Teacher Competence as Practical Rationality," especially those he traces back to Aristotle, and develops some of their implications. (MM)

Examines the effectiveness of competency based teacher education (CBTE) programs in terms of student achievement, acquisition of teacher competencies, and reactions toward the program. In determining the effectiveness of CBTE, it is advisable to examine each program's components and to evaluate each program in terms of its outcomes. (Author/IRT)