Instructional programs to provide graduates of occupational programs from community colleges with additional occupational knowledges, skills, and teaching competencies will be developed at Southern Illinois University, Carbondale (CAPSTONE) for 1974. Approaches planned are individualized student study programs, workshops to develop model programs,…

The competency-based, student teaching program of the Southern University (Baton Rouge, Louisiana) College of Education is described. The program basis is a listing of fourteen competencies (teaching skills) which provides a guide for structured and meaningful activities during the observation period, consistency in directing those experiences,…

This document lists publications relevant to performance-based teacher education published by the Research and Evaluation Department of the Minneapolis Public Schools from 1973 to 1975. (JD)

A discussion of how computer assisted instruction is used for support in a competancy based teacher education program. (HB)

This brief description of the development of competency-based teacher education (CBTE) programs at the University of Toledo emphasizes the analysis of the kinds of competencies in educational technology most needed by preservice teachers and the interdisciplinary nature of the analysis. The two appendices which form the major part of the paper…

A project was conducted to adapt or develop and field-test an evaluation model for competency-based education, using Florida's Approach to Competency Based Individualized Teaching (FACIT) teacher-training materials for model development and field testing. Because of problems with the production of the FACIT materials, the field test of an…

The American Association of Colleges for Teacher Education (AACTE) has been very active in the performance-based movement. In the fall of 1972, the AACTE conducted a preliminary survey of 1,250 institutions asking which institutions were operating, investigating and/or planning PBTE programs. Of the 783 respondents (a 63 percent return), 131 (17…

For a competency-based system of teacher certification to be feasible and fair, a valid and reliable set of measurement procedures must exist. There are four questions which must be answered before competency-based teacher certification can be validly implemented. The first question is, Should teacher or pupil behavior be used as evidence of…

In establishing performance-based programs, mathematics teachers should understand how behavioral objectives are constructed, applied, analyzed, and evaluated. To construct behavioral objectives, the following factors should be considered: (a) outcome; (b) level of achievement, and (c) evaluation conditions. When behavioral objectives are applied…

This paper reviews the current state of the art in competency identification procedures for competency/performance based teacher education (C/PBTE) programs within the context of an overall strategy to improve teacher education through the generation of knowledge about teaching and learning. Strengths and weaknesses of theoretical approaches, task…

Realizing the need for in-service workshops and graduate-level courses for middle-school practitioners, the College of Education Continuing Education Program of the University of Pennsylvania conducted a series of three-credit, graduate-level workshops throughout southeastern Pennsylvania during the summer of 1974. This is an ongoing workshop…

The present controversies concerning competency-based/performance-based teacher education (CB/PBTE) are not new. The scientific approach to teaching, in the form of Herbartian theory, was prevalent at the turn of the century. At the same time however, Dewey's ideas on teaching the whole child and teaching as an art were beginning to enter into…

This paper looks at the issues and problems involved in the evaluation of competency-based teacher education programs. A major fallacy of CBTE programs is that they are based on the following implicit assumptions which have little theoretical or empirical support: (a) that there is much more agreement than the literature indicates on the goals and…

This paper discusses an approach to competency-based teacher education whose goal is the development of early childhood education teachers who have the requisite knowledge, attitudes, and skills for facilitating children's cognitive, affective, and psychomotor development and who are well-informed, creative, flexible, open to experience,…

In this document, the author lists nine things that he would look for in a performance-based teacher education (PBTE) program requesting funds for implementation. The nine items are: (a) in addition to a brief statement of rationale, a fairly explicit statement of total program goals including competencies a teacher candidate would be expected to…