Following more than 2 years of study and research, the faculty of the College of Education developed a plan whereby the student experience is focused on three major elements: a) the Individualized Learning System, b) the Field Experience, and c) the Personal Development Experience. These three elements are integrated to constitute a total learning…

This document is the proceedings of the 1972 annual meeting of the American Association of Colleges for Teacher Education (AACTE); the theme was "The Profession, Politics and Society." The speeches and topics comprising this volume are the Thirteenth Charles W. Hunt Lecture: "Beyond the Upheaval," by Edward C. Pomeroy; "Policy and Decision Making…

Lehigh University's Social Restoration Program prepares teachers via an experimental action-internship model to work with delinquent and predelinquent youth in a variety of settings. The program is field centered and competency based, combining theory with practice in each of the three phases of the program. Phase one, the preinternship practicum,…

This study reports on the results of polling three juries representing a cross section of authorities, supervisors, and outstanding teachers in English to identify desirable concepts and competencies which should be included in an English methods course for prospective secondary school teachers. Data for this study were obtained from a…

Questions are reaised in making performance-based teacher education (PBTE) a more humanistic enterprise. A definition of the term "humanistic" could include such qualities as freedom, uniqueness, creativity, productivity, wholeness, responsibility, and social humanization. As to freedom, a humanistic approach to PBTE would encourage people to act…

This volume is the second of two documents concerning a performance-based undergraduate program for teacher education at Brooklyn College. Appendixes relating to the first volume are presented. These appendixes include position papers on teaching-learning centers, the campus media center, design for counseling services and affective education, the…

The National Commission on Performance-Based Education was formed to coordinate and integrate nationally plans of performance-based teacher education. The goals of the commission are defining competence, evaluating it, training for it, and managing programs of performance-based education and certification. The initial programs of the commission…

This investigation involved the evaluation and analysis of the degree to which competency-based teacher education (CBTE) preservice reading competencies were judged to reflect selected factors of teacher effectiveness. Twenty-two generic competencies developed by the state of Pennsylvania, twelve selected factors of teacher effectiveness…

A competency-based assessment procedure for the training and selection of preschool teachers has been developed using the content validation strategy and a variety of measurement techniques. Those certified under this procedure will be called Child Development Associates. A list of competencies, generated and agreed upon by a large number of Child…

After delineating the differences between Competency Based Teacher Education (CBTE) and traditional teacher education, the author analyzes the problems in conducting research on effective teaching/learning processes. He concludes that CBTE provides a better base for such research than traditional teacher education programs do. (SJL)

The author discusses competency-based teacher education and the disagreements about what "competent" means. Among his examples is the Dilemma of the Ditto: can teachers be "competent" without knowing how to run a ditto machine? This is really a profound question because it represents an entire class of questions. (MF)

During an academic year, approximately 60 beginning teachers are assigned to classrooms in the Barrow and Gaines Elementary field centers in Clarke County, Georgia. A checklist consisting of eleven competencies with specific indicators is used to evaluate the performance of each student. (Author)

Reports a study using the perceptions of secondary school science teachers to determine those competencies that all secondary school teachers should possess. (SL)

The significance of incorporating information regarding nonprogram factors as well as program factors in evaluation of teacher education programs is examined. (MM)

Discusses teacher assurance program implemented by Eastern Washington University Department of Education which guarantees its graduates will perform to classroom expectations. Four evaluative measures are discussed in terms of the teacher education program and students: credibility, student marketability, accountability, and program feedback. (DST)