PDF pending restoration
ERIC Number: ED109377
Record Type: RIE
Publication Date: 1973-Oct-25
Reference Count: 0
Performance-Based Teacher Education Curricula: Implications for Programs.
Finch, Curtis R.; Hamilton, James B.
The paper provides a brief survey of the rationale for and problems associated with performance-based teacher education (PBTE). Reviewing the research and activities of the Center for Vocational and Technical Education (Ohio State), the document identifies five elements that appear to distinguish PBTE from more traditional programs. These elements relate to: student competencies; criteria for assessing competencies; assessment of the student's competency; the student's rate of progress; and the intention of the instructional program. For the implementation of PBTE, six issues, and six strategies for dealing with the issues, are identified and discussed briefly. The issues and strategies relate to: identification of competencies; instructional materials; roles of faculty and students; interaction with various groups, institutions, and agencies; instructional support; and costs. (PR)
Descriptors: Agency Cooperation, Competency Based Teacher Education, Curriculum Development, Educational Assessment, Educational Innovation, Educational Programs, Educational Strategies, Higher Education, Program Descriptions, Program Development, Research and Development Centers, Speeches, Teacher Education, Teacher Education Curriculum, Teacher Education Programs, Vocational Education Teachers
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the National Vocational and Technical Teacher Education Seminar (7th, Dallas, Texas, October 22-25, 1973); For related document, see CE 004 211 and CE 004 131; Not available in hard copy due to poor reproducibility of original document