ERIC Number: ED109115
Record Type: RIE
Publication Date: 1974-Sep
Reference Count: 0
Performance Based Teacher Education in the United States of America: A Report of the Claremont Teachers College Board.
Haynes, B. T.
This report on performance based teacher education (PBTE) begins with a consideration of the problem of a definition of PBTE since uncertainty and confusion have tended to result from a lack of clarity about what PBTE really is. In Chapter 2, the background of PBTE is surveyed and the intellectual, educational and political factors influencing the development of PBTE are identified. The main impetus to the PBTE movement, the 1968 Elementary Teacher Education Models, is examined in Chapter 3 to indicate the main features which are common to PBTE programs and which are specified in some details in the models. Chapter 4 presents the main features of the controversy over PBTE. The development of a list of teacher competencies, together with a means of evaluating the performance of students in teacher education programs in order to provide continuous feedback to students and administrators, is identified as the central feature of PBTE. The following are noted as factors that have led to the conclusion that PBTE should not be implemented at Claremont Teachers College: (a) the failure to produce either an adequate list of teacher competencies or an adequate means to measure such competencies as are identified, and (b) the lack of a well-developed theory which may give rise to expectations that research may succeed in producing an adequate list of competencies or an adequate evaluative instrument. (Author/JA)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Not available in hard copy due to mariginal legibility