This article reports on student reactions to a competency-based teacher education program during its first year of implementation. Various data collection procedures were utilized. Overall, their attitudes toward this particular program and to competency-based teacher education in general are very favorable. (Author)

When competency based teacher education programs involve student teaching, they may have as great an impact on changing practicing teachers' behavior as upon the student teacher. (PB)

The author discusses the current topic of competence-based teacher education as preparation for adult educators. Five essential elements necessary for this approach are: specification of intended learning outcomes, communication to learner of criteria and means, explicitly designed instruction, assessment through performance, and an individualized…

Argues that teaching techniques should be consistent with the objectives of the lesson and provides several examples. (RB)

The paper is a product of the 3-year project, "Functional Mainstreaming for Success," designed to develop a model for instructional mainstreaming of handicapped children (3-6 years old) in community settings. Thirty-two sources were reviewed which deal with the teacher competencies needed by regular teachers for successful mainstreaming.…

Discussed are some problems related to performance based teacher education using the situation in the state of New York where competency based teacher education programs have been mandated. (PEB)

The aim of these NIE programs is to supply information about what teachers do that helps their students learn more, and thus what skills prospective teachers should be taught in order to be effective. (Author/RK)

This study demonstrates, in the area of individual intelligence test administration, how competency standards can be implemented in school psychology training. The paper sets up behavioral objectives, determines what training is required for specified levels of mastery, and shows what specific training procedures contribute to the achievement of…

Developmental activities and experiences of the University of Nebraska at Omaha/Omaha Westside Community Schools' five-year teacher preparation program are described. The program is designed to prepare classroom educators in a field-oriented, competency-based program involving a fifth year, partially-paid, pre-teaching experience. Program…

Results are presented of a survey conducted by the Pennsylvania Department of Education into the development of teaching skills and abilities of recent graduates of performance based teacher preparation programs and into their perceptions of the characteristics of these programs. The survey instrument was divided into two sections. Section One…

This document examines common organizational change factors that were evident as teacher education institutions moved toward a performance based teacher education (PBTE) model of teacher certification pursuant to a New York State Department of Education mandate. Four questions were addressed: (1) What was the nature of the PBTE design process? (2)…

This report sought to identify, describe, and compare the characteristics of technical assistance as they related to the process of meeting the New York State Department of Education mandate for the establishment of performance based teacher education programs (PBTE). Research questions dealt with (1) the knowledge levels of participants regarding…

Described is The Applied Training Approach, a program developed at Appalachian State University to insure relevancy of the special education program through competency testing and a field-based approach. (GW)