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ERIC Number: ED148740
Record Type: RIE
Publication Date: 1974-Jan
Pages: 49
Abstractor: N/A
Reference Count: 0
Teacher Roles, Models, and Competencies in Perspective for Science Education.
Nous, Albert P.
The author presents a general discourse on the nature of performance-based education, in particular, performance-based teacher education, and presents considerations in the education of teachers of science. Pressures originating from the Pennsylvania State Department of Education are examined, as well as the University of Pittsburgh position toward performance based teacher education, approaches to implementation perceived from the school system viewpoint, outcomes as seen by the community, and benefits existing for children. It is suggested that to obtain a more realistic approach to PBTE, one must consider the background, cognitions, characteristics of persons, the persons themselves, and levels of role definition before identifying or specifying statements of competency. Discussion is presented on roles and the generation of competencies within a role theory framework applying to the specific discipline of science. In a final section, the author attempts to integrate the notions of roles and competencies within the assumptions of a process directed toward the individualization of teacher education in favorable support systems using guidelines and standards proposed by the American Association for the Advancement of Science. (MJB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A