ERIC Number: ED077890
Record Type: RIE
Publication Date: 1973-Jun
Reference Count: 0
Performance-Based Teacher Education and the Subject Matter Fields. PBTE Series No. 11.
Shugrue, Michael F.
Focusing on individual abilities and needs, on objectives, and on the sharing process by which these objectives are formulated and used as the basis of evaluation--and given its efficiency (enhanced by feedback)--performance-based teacher education (PBTE) offers valuable alternatives to current curriculum requirements, course offerings, and credit and grading systems in many undergraduate departments in the arts and sciences. Subject matter specialists might object to PBTE on the basis of a general distrust of reforms or the current limited philosophic and knowledge base for PBTE. It is up to subject matter specialists, however, to broaden the research on the matter. English is a good example of a discipline closely related to teacher education which is undergoing a far-reaching self-examination which may lead to a redefinition of goals. Other disciplines face similar opportunities. PBTE can promote the most rigorous questioning of goals. Ultimately, each teacher can be more explicit about what he intends to do in his course, and he can begin to think of his work in terms of changes in student behavior. The question of assessment, though, is still a problem. (Related document is SP 006 578.) (JA)
Descriptors: Competency Based Teacher Education, Educational Innovation, Educational Programs, English Education, Evaluation Criteria, Performance Criteria, Teacher Education, Teacher Effectiveness, Teacher Evaluation
Order Department, American Association of Colleges for Teacher Education, Suite #610, One Dupont Circle, Washington, D.C. 20036 ($2.00)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Improvement of Educational Systems (DHEW/OE), Washington, DC.
Authoring Institution: American Association of Colleges for Teacher Education, Washington, DC.