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ERIC Number: ED076687
Record Type: RIE
Publication Date: 1973
Pages: 15
Abstractor: N/A
Reference Count: 0
Identification and Assessment of Minimal Competencies for Objectives-Oriented Teacher Education Programs.
Popham, W. James
Fewer competencies should be used as the organizing structure for teacher education programs, since all relevant topics cannot be covered thoroughly anyway. One variant of an outcomes-focused approach to teacher education is an objectives-oriented strategy. The criterion is not what the teacher does but what happens to pupils as a consequence of what the teacher does. Objectives help teachers identify more clearly, prior to instruction, the kinds of changes which should be promoted in the learners. Since it is easier to improve a low-density program by supplementing it than it is to delete segments of a high-density program, only three competencies for an objectives-oriented teacher education program are recommended: (1) teachers must be able to achieve prespecified instructional objectives with diverse kinds of learners; (2) teachers must be able to both select and generate defensible instructional objectives; and (3) teachers must be able to detect the unanticipated effects of their instruction. The assessment tactics recommended include teaching performance tests, inventories, simulation approaches, and allowing students to develop or select their own objectives. (For related document, see TM 002 697.) (KM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at annual meeting of American Educational Research Association (New Orleans, Louisiana, February 25-March 1, 1973)