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ERIC Number: ED079274
Record Type: RIE
Publication Date: 1973-Feb
Pages: 14
Abstractor: N/A
Reference Count: 0
The Evolution of Performance Based Teacher Education Programs.
Aubertine, Horace E.
This document is a discussion of a systemized approach to education theory and practice, especially as it applies to performance-based teacher education. The author uses as the basis of his discussion the physical sciences and their use of approximation models (an illustration of this use is the historical development of the description of matter through atomic theory). For teacher education, the author lists set, pacing, and closure as components comparable to the components of an atom for integral structure. A model is given, performance based, in which a highly effective orchestration of set, pacing, and closure will increase the probability of a greater number of positive teachable moments. Again, as with the atom, the author finds dynamic yet orderly and disciplined activity in performance-based teacher education, which moves in some direction and serves a generative function. Included is a description of the generation of performance-based teacher education from the early 1960s. The author completes his discussion by stressing the importance of formative evaluation procedures within a program as part of the generative function of performance-based teacher education. (JA)
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 the American Educational Research Association, February 1973, New Orleans, Louisiana