Suggests a general teacher training design appropriate to the needs of teachers of English as a second language (ESL) in adult basic education (ABE) programs. The design derives from recent research and observations of practices among ABE/ESL teachers, and a statement of the teacher competencies determined by the TESOL (Teachers of English to…

This article recommends that a community-based teacher education (CBTE) program be recognized as an important component of teacher training in schools of education, especially those located on urban, regional or branch campuses. Presented are a rationale, criteria and the machinery for such a program. (Author)

Describes a performance based teacher education study, with 27 student teachers. Investigated were cognitive statements, reinforcement patterns, effects of treatment on individuals, identification of individuals responding well or poorly, and performance criteria specified in measurable terms. Results indicated methods employed were effective. (SL)

Panels of 30 "outstanding" educators in Colorado and Georgia rated 23 basic competencies for teaching secondary school science. Means, standard deviations, and rakings of the 23 basic competencies and 20 added competencies are given. Identified were seven fundamental areas of skills representing basic science teaching competencies. (SL)

Indiana University/South Bend has developed a competency based program of field experience in mathematics instruction for its preservice teacher candidates involving two hours of class and three hours of field experience per week in secondary public schools. (MB)

Teacher education should fit the person instead of imprinting on the teacher a certain model or approach. (JD)

Before implementation of competency based teacher education, its shortcomings should be examined from the viewpoints of the source of the competencies, their effect on students and faculty, and their effect on school administration and student guidance. (MB)

Presents the results of a survey of Minnesota's teacher education leaders following enactment of new outcome-based state requirements for teacher preparation programs. Most agreed that many changes would be precipitated by the mandate, but a significant number were apprehensive and confused by what changes the new system might bring. (SM)

Summarizes the extent of the problem of lack of teacher competency and preparedness. Describes the National Science Foundation's (NSF's) programmatic response, provides examples of NSF projects led by engineering and science faculty, discusses the imperative for greater involvement by engineering faculty. Suggests future directions of high…

This paper is part of a broader study that draws on Wenger's (Wenger, E.: 1998, "Communities of Practice: Learning, Meaning, and Identity", Cambridge University Press, New Work) social practice perspective to investigate teacher learning. The study extends Wenger's complex model of interrelated components of learning (as meaning, practice,…

This paper excerpts a report based on the National Academy of Education's "Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do," which summarizes research on learning, teaching, and teacher education. In this article, the authors discuss how teachers can prepare to become highly qualified and how they can acquire…

This handbook consists of guidelines and materials for use in the development, implementation, and administration of marketing and cooperative education programs in Missouri. The following topics are among those covered: nature and scope of Missouri's marketing education program; role of marketing education teachers; program development…

This competency-based secondary learning guide on preventing teen pregnancy is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish…

This document contains vocational education program courses standards (curriculum frameworks and student performance standards) for business technology education programs in Florida. Each program courses standard is composed of two parts: a curriculum framework and student performance standards. The curriculum framework includes four major…

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for child care and guidance management and services I and II. Presented first…