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ERIC Number: ED128328
Record Type: RIE
Publication Date: 1975-May
Pages: 15
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Can Behaviorism Save Teacher Education? Teacher Education Forum; Volume 3, Number 12.
Groff, Patrick
Competency Based Teacher Education (CBTE) proposes changes in the traditional teacher education system, which include establishing behavioral objectives for student teachers and modifying basic teaching tools that all students must learn to master. CBTE also proposes that teachers colleges be conducted without failure. Critics of CBTE question the effectiveness of behavioral objectives as opposed to the traditional goals of teacher education. They point out that research has not yet identified those explicit, overt teaching behaviors CBTE claims necessary. Another concern of critics of CBTE is the apparent lack of consistency among individual advocates and disagreements over principles. Despite the widespread acceptance of the theories of CBTE, there are still those who maintain that solving the problems of teacher education is not through the learning of behavioral objectives. Their advice for reform of teacher education rests on an avoidance of the spurious claims of CBTE and a categorical denial of its questionable assumptions. Teacher education can be reformed only if entrance requirements to teacher education are stiffened- not abolished, if basic theory courses are infused with academic substance, and if methods courses remain in the curriculum. The establishment of these kinds of standards may move teacher education out of its academic morass. (DMT)
Publication Type: N/A
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. Div. of Teacher Education.
Note: For related documents, see ED 097 306, ED 108 871, ED 109 654, and SP 010 391-405