The ineffectiveness of current teacher training is discussed. A major source of this ineffectiveness stems from the myth that teaching is an art.'' A contrasting view and program is presented which emphasizes the behavior a teacher must master in order to produce desirable terminal behaviors in students. (Author)

Examines the move for, and the nature of, competency based teacher education which has emerged as a tentative response to the demand for more accountability in teacher education. A prospective teacher does not exit from a competency based preparation program unless he is able to demonstrate that he has mastered all its publicly stated objectives…

Describes the national movement toward competency-based and field-centered teacher training programs. Contends that these programs should have great impact on education. (Author/JN)

Perhaps the best guarantee against unrealistic expectations is for all concerned to become involved in clarifying what is meant by performance,'' competency'' based teacher education, and certification. (Author/JN)

Combining the familiar unit lesson plans of the 1950's with the behavioral objectives that were first emphasized in the later 1960's, competency-based teacher education is a refinement that will permit individualization and personalization of teacher training programs and still provide structure for these programs. (Author)

A competency-based mathematics education program for preservice elementary school teachers is described. Objectives, the criteria used for assessing competencies, and course content are discussed. (DT)

Graduates of a master's degree program for training reading specialists responded to a questionnaire concerning need for and competence in 40 teaching skills. Self-report data differentiated the competency training group (CTG) graduates (1973) from the conventionally trained group (1970), with the CTG clearly superior in their self-estimates of…

The effects of the Performance Based Teacher Education (PBTE) movement are categorized into six areas: (1) conscience-pricker; (2) clarifier of educational purpose; (3) bridge between theory and practice; (4) humanizer of educational process; (5) stimulator of research and development; and (6) change catalyst. (CJ)

Defines and compares the Consensus and Model-building approaches in the identification of teaching and administrative skills. The Consensus approach emphasizes commonly known and accepted teacher behaviors; the Model-building approach assumes a more rational identification of a broad range of unfamiliar, but critical skills. (JCD)

A teacher's understanding of any teaching behavior or skill must be tested in the context of actual teaching. However, practice that is unenlightened by understanding and by the mastery of concepts about teaching behaviors and skills is of uncertain value in teacher training. (JN)

An ecological model of accountability is presented as an alternative to the traditional "means-ends" approach. The essential differences between the two models in the use of goals are discussed and implications are offered. (JMF)

This paper reports the results of a study designed to determine long range effects of a nine-year-old performance-based secondary education program at the University of Nebraska, Lincoln. (JD)

The main uses of competency based teacher education techniques are to develop understanding of public school students and practices, improve instructional methodology, and enhance skills needed in working with special students in reading programs. (JD)

A series of empirical investigations of the impact of teacher implementation of the set induction teaching method on student behavior is summarized and discussed. (LH)

A study of health educators indicates that while some institutions use the method of competency based teacher education, they are in a small minority, and there is some disagreement as to the effectiveness of CBTE in this field. (JD)