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ERIC Number: ED128307
Record Type: RIE
Publication Date: 1976-Jun
Pages: 14
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A Model for a Competency Based Teacher Preparation Program. Teacher Education Forum; Volume 4, Number 12.
Hittleman, Daniel R.
Some of the merits and limitations of Competency Based Teacher Education (CBTE) programs are reviewed, and a model CBTE program is presented. The model CBTE program is the primary concern of this discussion; however, arguments are mentioned for and against other such programs to give perspective to the components chosen for inclusion in the model program. Based upon current evidence, it seems that a major weakness of many CBTE programs may be that they seek to establish a singular, univariate examination of teacher performance and an isolated, oversimplified explanation of the learning situation. The model CBTE program, therefore, is developed so that the interaction of a number of variables which influence the teaching/learning situation can be observed. It takes into account the facts that teaching performance is a complex of knowledge and teaching skills extending over a long period of time and that teaching performance can only be adequately and effectively assessed by multiple and multileveled observations over an extended period. Presented here, the Multiple Measure Model of Teacher Performance is an attempt to measure the same goal or objective by different techniques and under varying circumstances. The multiple measure approach utilizes various learning objectives (cognitive, performance, consequence, affective, and exploratory), and the criteria for performance can be derived from these objectives. In addition, the approach allows for the assessment of a single objective in two dimensions--the learning condition and the learner response. (MM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Bureau of Educational Personnel Development (DHEW/OE), Washington, DC.
Authoring Institution: Indiana Univ., Bloomington. School of Education.
Note: For related documents, see SP 010 368-388