In order to develop teachers who are able to provide effective education to all youth in general and culturally distinct youth in particular, it is necessary that teachers have a commitment to the goal of effective education for all and that they meet this goal by demonstrating competence in the manipulation of content in cultural context.…

This learning module is designed to provide the student with an overview of the main areas and manner in which linguistics has influenced second-language teaching and to enable him to: (a) identify the characteristics of language; (b) identify the characteristics of linguistic analysis; (c) define the role of transformational-generative grammar,…

This learning module is designed to provide the prospective second-language teacher with an overview of the social and psychological factors affecting second-language learning and practical classroom application of this knowledge. The specific objectives of the module are to: (a) enable the student to explain the roles of attitude, age, aptitude,…

This learning module focuses on the role of the community coordinator in the Teacher Corps and is designed to provide the student with knowledge about the role of the community coordinator and about community-based education. The module is divided into two sections, the first of which consists of written test/exercises on (a) the organizational…

This paper reports the results of a survey undertaken to determine (1) the extent to which teacher competencies are utilized, and (2) when teachers should receive training in the sub-category or terminal tasks. The survey instrument, sent to 950 high school teachers, involved competencies recommended in the 10 U.S. Office of Education Model…

This paper discusses the use of the terms "competence" and "performance" in teacher education. The education literature differentiating between the two concepts is reviewed. The author borrows a number of concepts from the field of linguistics, especially those of Chomsky and his colleagues, to construct a theory with respect…

This document describes the competency-based teacher education program developed as a joint effort between Glassboro State College and the Camden City School System in a Teacher Corps project. The following competencies for elementary teachers, developed for the project, are listed and described: a) competence in instructional skills, b)…

This is one of several module clusters developed for the Camden Teacher Corps project. This module cluster is designed to introduce students to urban studies through the application of a geographic approach. Although geography shares with other social sciences many concepts and methods, it has contributed a distinctive set of viewpoints and a…

Competency-based teacher education should be directed toward teaching skills that have an impact on learners. Studies are needed that assess the effects of teachers using various skills on the achievement and attitudes of their pupils. In this study, teachers studied question asking skills in an inservice training program. The effects of the…

To strengthen the concept of a curriculum-planning component in competency/performance-based teacher education (C/PBTE) and to fill the need for centralized physical facilities for the multiprogram characteristics of C/PBTE programs, a housing structure called the C/PBTE Module Laboratory is proposed. This laboratory would be used for producing,…

The Personalized Experiential Preparation (PEP) program is a field-centered, competency-based teacher education model that offers an alternative route to professional preparation and certification for students at Harris Teachers College, St. Louis, Missouri. The program is individualized and flexible enough to allow each participant to set his own…

Thirteen learning modules are included in this competency-based secondary education course syllabus, which was adapted from an elementary education course syllabus developed at the College of Education of the University of Toledo for the U.S. Office of Education. Each of the modules contains its title/topic, prerequisite modules, rationale for the…

This course syllabus consists of the first seven learning modules of the competency-based secondary education program offered at the University of Toledo's College of Education. Each learning module contains a list of prerequisite modules, instructional procedures and materials, and pre- and post-assessment criteria and measurement instruments.…

The Personalized Performance-Based Teacher Education Program is divided into three nominal phases. Entry and exit levels of competency and performance are identified at each phase. An educational advisor who will work with the teacher candidate throughout the entire program is also identified at entry. In each phase, students participate in a…

This document presents a listing of key problems, usually in the form of questions, encountered in implementing competency-based education, with solutions or ways of finding solutions suggested for some of the identified problems. The problems listed are as follows: a) deciding to decide--the best way is to let interested staff members begin an…