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ERIC Number: ED102159
Record Type: Non-Journal
Publication Date: 1974-Dec
Pages: 14
Abstractor: N/A
Reference Count: N/A
Evaluation of Teacher Education Programs: Issues and Rationale.
Marshall, Hermine H.
This paper looks at the issues and problems involved in the evaluation of competency-based teacher education programs. A major fallacy of CBTE programs is that they are based on the following implicit assumptions which have little theoretical or empirical support: (a) that there is much more agreement than the literature indicates on the goals and purposes of education, the competencies derived from these goals, and the timing and sequence of pupil competencies; and (b) that is a specific set of goals and objectives could be agreed upon, a valid set of corresponding teacher competencies could then be derived which promote these objectives. Evaluation of CBTE programs presents a second series of problems which include level of competence measured, the relationship of the measure to the particular competency, quality of the evidence, and isolation of factors which contribute to the achievement of the competencies. Despite these limitations, the University of California at Berkeley CBTE Programs will attempt to evaluate their programs in terms of the achievement of objectives and competencies, ongoing processes by which objectives are achieved, unplanned outcomes, and student background. This information will be analyzed and summarized in periodic reports. (PB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A