This paper discusses aspects of competency-based teacher education in order to provide useful information for developers. Some essential elements of a competency-based program are described, and three approaches for bringing about programmatic and organizational changes necessary for competency-based program development are defined. Advantages and…

This eight-part document describes a process of developing and implementing a competency-based teacher education program that considers the present teacher education program and provides for the translation of courses in a competency mode. This approach involves a delivery system built around the module, module cluster, and components. Part 1…

This annotated bibliography is divided into four sections and covers material published between 1952 and 1974. The first section is an introduction that reviews the history of the recent development of competency-based teacher education (CBTE). Section 2 is the annotated bibliography, with 158 listings arranged alphabetically by author. An update…

This report displays and briefly describes the set of professional competencies and other learning outcomes that comprise the objectives for elementary majors enrolled in the Indiana University competency-based teacher education program known as RELATE (Reading and Language Arts Teacher Education). This report is divided into 10 units and lists…

This document on performance-based teacher education (PBTE), issued two years after the first publication of AACTE's Committee on PBTE, represents an attempt to clarify key concepts and terminology, call attention to significant potentialities and problems, and suggest future action. Chapter I is a brief introduction. In Chapter II, the committee…

This report discusses the conditions for initiating the renaissance of the laboratory schools. These conditions include the discovery of the principle of semi-conductors as electronic amplifiers, new advances in statistical methods of measurement, the development of microteaching, and the use of the accountability movement which in turn provides…

This report details the results of a completed 4-year program developing performance-based field-oriented teacher education (TEPFO) at the University of Washington. It gives baseline designs for the establishment of TEPFO programs, and it discusses scheduling implications for students and faculty. The information in the appendixes (two-thirds of…

This monograph presents a general view of the results of implementation of performance-based teacher education programs (PBTE). Part I includes an overview of PBTE and a brief description of PBTE-oriented institutions selected by the PBTE committee. The overview concerns introductory information, the basic approach to implementation and an…

The peer panel procedure was developed with the knowledge that students can be co-producers of educational programs, not simply consumers of that program. The use of peer assessment as a means of broadening an educational experience in teacher preparation and CBTE programs is investigated. (RAO)

The University of Northern Colorado has expanded its multicompetency approach to teacher education to include training in teaching the severely/profoundly handicapped and blind component. Coursework emphasizes such areas of sequences as child growth and development, roles of ancillary staff, and application of specialists' reports. (CL)

Describes the teacher assurance program of Eastern Washington University, which benefits the department of education in the areas of credibility, student marketability, accountability, and program feedback. (FL)

Reliability ratings were conducted on 18 operationally defined teacher behaviors within four competency-based teacher education categories: planning instruction, methodology, behavior management, and classroom management. Percentages of agreement calculated on product and performance sections of an observational checklist were in the acceptable…

The School of Special Education and Rehabilitation of the University of Northern Colorado conceived, designed, and carried out this follow-up study of their graduates to obtain information concerning behavioral competencies valuable in their positions. (JA)

Examines the idea of competency/performance based teacher education to determine if it is a fad, or if it has real promise for reform. The authors urge that a single definition for C/PBTE be developed. They argue that while there are some short-range benefits to be derived from installing a C/PBTE program, it will take years of research and…