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 list of competencies was designed to guide the preparation of teachers of students with learning disabilities. It is based upon a conceptual model known as "the cube" which is divided into 10 broad areas: (1) nature and needs of students with learning disabilities; (2) academic support areas: study skills, consumer skills, and…

Teacher educators are becoming increasingly concerned about having a model of teacher preparation. As part of its new standards for accreditation, the National Council for Accreditation of Teacher Education demands that professional education programs adopt a model that explicates the purposes, processes, outcomes, and evaluation of the program.…

This paper describes a 3-day workshop designed for Wisconsin Vocational, Technical, and Adult Education instructors who taught technical/occupational coursework and focused on problem-solving techniques used in business and industry. Problem-solving techniques were identified through personal and telephone interviews in a sample of 200 training…

This final report describes the activities and accomplishments of a 3-year federally funded project to provide training to teachers of students with severe mental retardation. Target teachers were those who were working outside the metropolitan Atlanta area. The teacher participants attended a 7-week summer institute at Georgia State University…

In the many national studies and reports on improving the quality of formal education in the United States that have been published recently, the importance of quality teaching is emphasized repeatedly. Questions concerning the realization of this goal focus on recruitment, preparation, retention, and reward strategies. However, there is little…

Designed to serve educational and community institutions and agencies that provide, or seek to provide, Child Development Associate (CDA) training, this guide contains a complete set of procedures for curriculum design and implementation. Chapter 1 presents basic background information pertinent to both CDA curriculum analysis and modification.…