The effects of the Performance Based Teacher Education (PBTE) movement are categorized into six areas: (1) conscience-pricker; (2) clarifier of educational purpose; (3) bridge between theory and practice; (4) humanizer of educational process; (5) stimulator of research and development; and (6) change catalyst. (CJ)

Defines and compares the Consensus and Model-building approaches in the identification of teaching and administrative skills. The Consensus approach emphasizes commonly known and accepted teacher behaviors; the Model-building approach assumes a more rational identification of a broad range of unfamiliar, but critical skills. (JCD)

A teacher's understanding of any teaching behavior or skill must be tested in the context of actual teaching. However, practice that is unenlightened by understanding and by the mastery of concepts about teaching behaviors and skills is of uncertain value in teacher training. (JN)

An ecological model of accountability is presented as an alternative to the traditional "means-ends" approach. The essential differences between the two models in the use of goals are discussed and implications are offered. (JMF)

This paper reports the results of a study designed to determine long range effects of a nine-year-old performance-based secondary education program at the University of Nebraska, Lincoln. (JD)

The main uses of competency based teacher education techniques are to develop understanding of public school students and practices, improve instructional methodology, and enhance skills needed in working with special students in reading programs. (JD)

A series of empirical investigations of the impact of teacher implementation of the set induction teaching method on student behavior is summarized and discussed. (LH)

A study of health educators indicates that while some institutions use the method of competency based teacher education, they are in a small minority, and there is some disagreement as to the effectiveness of CBTE in this field. (JD)

Article is a description of the teaching centers established by Appalachian State University in concert with the public school systems in its region. (RW)

Suggests a need for a collaborative, competency-based approach to health education professional preparation that uses the Role Delineation Project areas of responsibility and competency as a foundation. To illustrate the need, the article defines emerging trends in health education and suggests appropriate responses for higher education…

Discusses the need for preservice teacher competencies in technology and describes the development of performance-based technology competencies at the University of Northern Iowa that were based on several national standards documents. Highlights include equipment operation, supporting information literacy, and technology integration in specific…

In order to meet the expectations of NCATE's Standard 2, a unit must create quality evaluations of candidate performance. In order to accomplish this goal, a unit must incorporate the principles of performance-based teacher education (PBTE) and the use of authentic assessments into its assessment system. The purpose of this paper will be to…

The process of developing competencies by students in a school-based initial teacher education program was analyzed for a whole currently available population of 26 in-service students preparing to become educational assistants using: (1) a Kolb-type questionnaire on learning style; (2) a storyline instrument graphically showing competence grows…

This paper excerpts a report based on the National Academy of Education's "Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do," which summarizes research on learning, teaching, and teacher education. In this article, the authors discuss how teachers can prepare to become highly qualified and how they can acquire…