Research evaluating the Nebraska University Teacher Education Program (NUSTEP) is included in this document. Areas of focus are a) the effects of the program on objectively rated academic performance, b) participant attitudes, and c) the effects of the program on generating research. Presented results are shown to indicate that NUSTEP students…

This competency-based teacher education program is oriented toward preparing teachers for urban schools. Assuming that student teachers must be knowledgeable about current socioeconomic factors in their working environment, this program aims at developing these competencies using learning modules, learning teams, and teacher education centers. The…

This annotated bibliography on performance-based teacher education is an update of one released in May 1971 by the American Association of Colleges for Teacher Education (ED 050 034). With 189 citations, the version contains nearly twice the number of entries as the previous one. The categories under which the entries are arranged have been…

This report describes a 1-year effort at San Francisco State College to incorporate as part of a Cycle 5 Teacher Corps Project some aspects of competency-based education in the instruction of the Teacher Corps interns. A 3-hour weekly course in curriculum and instruction occurring for the entire 1970-71 academic year served as the vehicle of…

To more nearly relate teaching skills or enabling competencies to the real performance world of the teacher, the Teacher Corps program at Emporia State College proposes that the intern demonstrate teacher competencies through a series of performance projects in each of five performance areas. These performance areas, selected from the real…

Presented is the final report of a 3-year project at Ohio State University to design, develop, and implement a competency based program to prepare teachers of very young handicapped children. Considered in the first section are final year project activities in the following areas: evaluation and revision of a list of teacher competencies,…

A discussion of how micro teaching affords teacher education majors the opportunity to study and perform a series of basic teaching skills which all teachers use during instruction. (Author)

Competency-based programs offer positive refinement in instructional design, implementation, and evaluation, but a number of unresolved problems offer new challenges and concerns to those teaching educational psychology. (JD)

It is ironic that nonprofessionals are able to discern the essential inadequacies of performance-based teacher education at the same time that proponents within the profession betray a shockingly superficial conception of the nature of teaching. (Author)

The competency-based supervising teacher program (CBSTP) at the University of Georgia emphasizes six major competencies and a self-evaluation technique utilized by the teachers and college supervisors in a humanistic approach to working with student teachers. (Author)

A vocational/special education model program with a performance based teacher education format was developed at Florida International University to prepare teachers of vocational education for the handicapped. The required course work (which includes an internship) for both groups of educators (special and vocational) supplements the prescribed…

A compentency based teacher education program in the area of the trainable mentally retarded has been developed at the University of Kentucky and includes 7 function areas subdivided into 17 training competencies which in turn are broken down into performance based individualized training modules. (MH)

Discusses the theory underlying performance-based teacher education (PBTE) and describes a PBTE program in English at the University of Kentucky. (DD)

This article describes the Doane College developmental teacher education program. It is based on the school's teacher warranty and induction program which is a response to teacher effectiveness research. (MT)

Discusses goals, results, and effects of the Texas Examination of Current Administrators and Teachers (TECAT). The test may have damaged public esteem for teachers because stories of teacher incompetence and trepidation appeared alongside easy test examples. (PS)