This paper presented an individualized, analytical and performance based secondary teacher education system. Each of the four phases was described according to a set of objectives, a contracted sequence of activities, and a discussion of the underlying rationale. Phase I, Observation, stressed the interaction of student teachers with their…

Following a brief investigation of the need for performance objectives specifying teacher behavior, this report develops a performance base for field experience. The purpose of performance objectives in field experiences and the relationship of these objectives to the student teacher, cooperating teacher, and university supervisor are discussed in…

This volume is an outgrowth of the 1971 conference on competency-based teacher education at the University of Houston. The authors deal with topics which concern the conference participants. The topics include a) change and challenge in teacher education, b) explicit objectives, c) curriculum design, d) evaluation of teaching behavior, e)…

the Experimental Model for Teacher Education at the University of Washington is designed to serve as an elementary teacher education laboratory for twelve experienced teacher participants, nine post-doctoral and three pre-doctoral participants. The laboratory applies experience and training of the project's participants to the training of 19…

This document describes the instructional and the management information aspects of a competency-based education system. The discussion revolves around an explanation of the principles upon which the model is based, a description of the model itself, and an explanation of the developmental processes used to bring the system into fruition.…

This report contains information on performance-based or competency-based teacher certification in each of the 50 states and the District of Columbia. The existing and/or planned requirements in each of the states for performance-based certification are listed. It is noted that a certification system is considered performance-based when it…

One of the implied characteristics of competency-based teacher education is the allegedly systematic nature of the program. Attempts have been made to place CBTE within some philosophical tradition. But CBTE is actually a theoretically based teaching strategy employing parts of teaching theory, primarily prescriptive, and learning theory,…

This report presents the 1973 Distinguished Achievement Award entry from the graduate program in counselor education at Rhode Island College--a performance-based program on effective selection, training, and evaluation procedures which leads to either a master's degree in counselor education (Ed.M.) or a Certificate of Advanced Graduate Study in…

This proficiency module (PM), developed by the University of Georgia, is a self-instructional set of learning materials. It is designed to help persons in teacher education learn how to prepare a theoretical viewpoint to use in developing a competency-based teacher education program. The three segments of the module specify assumptions, goals and…

This report reviews the accomplishments of the Competency Based Teacher Education Program at Tennessee State University from September 15, 1971 to December 17, 1971. It presents the procedures and the extent to which the recommendations of the feasibility study and the projections in the progress report have been implemented. Reports of the…

Described are components of the competency based teacher training program in learning disabilities at the University of North Florida. Presented are the program's thirteen generic competencies, including statement of objectives in observable terms, identification of pupil interest and motivation, modality assessment, developmental sequence of…

A program designed to strengthen affective competencies in a classroom situation is described. (JD)

Based on a paper presented at the International Council for Exceptional Children in 1978, the article discusses the effects on residential school students of competency-based training programs for teachers of the visually handicapped. (Author/DLS)

Results of this study indicate no superiority for competency based instruction in tennis over traditional instruction in the beginning skills and knowledge of males and indicate less effectiveness with females. The vast majority of participants indicated they wanted the instructor to assume a more traditional role in teaching. (MJB)