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ERIC Number: ED064407
Record Type: RIE
Publication Date: N/A
Pages: 13
Abstractor: N/A
Reference Count: 0
Program Design for Performance-Based Teacher Education.
Klingstedt, Joe Lars; Burns, Richard W.
Performance-based teacher education (PBTE) is a promising new approach to the pre- and inservice training of teachers. The program develops performance skills generally evaluated using process and product measures rather than traditional verbal measures. There are four major factors in the organization of a PBTE design: (1) research, (2) development, (3) implementation, and (4) evaluation. In research and planning, some of the essential steps are (1) Establish a time line; (2) Identify Objectives; and (3) Establish a scope and sequence for the program. In development, a modular or learning package design must be conceptualized and then all the learning materials created to follow the design. An adequate PBTE program will also utilize seminars and field experiences. In the implementation of a PBTE program there are three major concerns as: (1) logistical considerations, (2) utilization of a learning laboratory, and (3) intern selection. No matter how effective one may think a program will be, pre-planned evaluation procedures should be built in to document results and provide data for making decisions relative to all aspects of the program. In PBTE programs evaluation concerns should be primarily related to: (1) module effectiveness, (2) intern effectiveness, and (3) criterion testing. Hopefully, a PBTE program will not only improve teacher effectiveness from the point-of-view of improved professional skills, but also improve teacher-teacher and teacher-pupil relationships. (Author)
Publication Type: N/A
Education Level: N/A
Audience: N/A
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Note: Paper presented at 1972 Educational Technical Conference