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ERIC Number: ED198311
Record Type: RIE
Publication Date: 1980
Pages: 301
Abstractor: N/A
Reference Count: 0
ISBN: ISBN-0-908087-07
Mystery or Mastery? An Evaluation of Performance-Based Teacher Education for TAFE Teachers in Australia.
Hobart, R. Barry; Harris, Roger McL.
A study evaluated performance-based teacher education (PBTE) programs conducted in three Australian states in technical and further education (TAFE) programs during 1979 to assess the potential of PBTE for TAFE teacher education and to determine the most effective strategies for its implementation. One institution in each of three states--South Australia, Victoria, and New South Wales--introduced a PBTE program into the teaching methodologies component of its already existing course. The programs involved 145 student teachers, 12 TAFE teacher educators, and 28 field supervisors. The three participant groups supplied data regarding the program's effectiveness through various instruments, including pre- and post-estimate of performance forms, module feedback questionnaires, program evaluation questionnaires, interviews, and evaluation workshops. Data from all three respondent groups indicated that PBTE is an effective teaching method. Opposition to the program from a minority of respondents derived mainly from factors concerning the implementation of the system. Three sets of recommendations relating to the PBTE model, to the components of the system, and to strategies for its implementation were made. Appendixes (one-third of the report) contain information on project personnel and programs, research methods used, and a description of the samples. (MN)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Tertiary Education Commission, Canberra (Australia).
Authoring Institution: Adelaide Coll. of the Arts and Education (Australia).
Identifiers: Adelaide Coll of Arts and Education (Australia); Australia; State College of Victoria at Hawthorn (Australia); Sydney Teachers College (Australia)