Contends that teacher education is based on knowledge at the expense of ability and offers alternatives for improving programs leading to reading certification. (TO)

With the idea that students' learning should be translated into actual performance, the performance-based, field-centered teacher training program at Brooklyn College was instituted. (Author/PG)

Describes how Arizona educators fear that the threat of noncertification will be used, under a new performance-based'' program, to dictate what and how they will teach. (Author)

A study was conducted to identify and validate communication technology competencies needed by industrial arts teachers in Virginia. Seventy-two tasks were identified as vital for teacher education programs in communication. (LRA)

Discusses implications of attempts to specify teacher competencies. Points out that proponents of competency-based programs for teachers belong to the behavioral school of thought, whereas critics of behaviorism are often labeled humanists. (Author/KC)

Presents a discussion of frequently stated strengths and weaknesses of performance-based teacher education (PBTE). The author suggests that PBTE has both strong points and weak points and that the key is to integrate the strong points into traditional teacher education programs. (LRA)

Reports the results of a survey of teacher education institutions affiliated with the American Association of Colleges for Teacher Education to determine the extent to which each was involved in competency-based programs. (Author/IRT)

Article examines and challenges one particular aspect of the CBTE Model: the degree of emphasis, or lack thereof, on entry behavior. (Author)

The handbook describes the structure and process of practica for teachers of students with severe and multiple handicaps at the University of Alberta. Guidelines for introductory practica are presented and eligibility, practica duration, and location of the practica are discussed. The handbook includes forms of evaluating individual and group…

The continuing education characteristics, operational model, and preliminary results of the University of Bridgeport's Multiple Alternatives Program (MAP) are considered. MAP is an individualized, competency-based program for the inservice education of elementary teachers consisting of four related aspects: assessment, planning, training, and…