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Three views of competency-based teacher education: II University of Houston

An overview of the competency-based teacher education (cbte) program at the University of Houston is provided through a "walking tour" of its facilities and a presentation of the program rationale and design. Part 1 presents sketches of brief scenes in the college of education and an elementary school where students complete their field experiences. Part 2 consists of the rationale and design of the program, which is based on five assumptions, namely, that (a) the teacher is a liberally educated person with a broad background in his teaching field; (b) the teacher reflects in his actions that he is a student of human behavior; (c) the teacher makes decisions on a rational basis; (d) the teacher employs a wide variety of appropriate communication and instructional strategies; and (e) the teacher exhibits behavior that reflects professionalism. The 16 major areas of competency generated from these assumptions are described. The cbte program at Houston is wrestling with the problem of evaluating attainment of competency, but it is indicated that assessment does occur in the normal course of instruction. (Hmd).

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  • "An overview of the competency-based teacher education (cbte) program at the University of Houston is provided through a "walking tour" of its facilities and a presentation of the program rationale and design. Part 1 presents sketches of brief scenes in the college of education and an elementary school where students complete their field experiences. Part 2 consists of the rationale and design of the program, which is based on five assumptions, namely, that (a) the teacher is a liberally educated person with a broad background in his teaching field; (b) the teacher reflects in his actions that he is a student of human behavior; (c) the teacher makes decisions on a rational basis; (d) the teacher employs a wide variety of appropriate communication and instructional strategies; and (e) the teacher exhibits behavior that reflects professionalism. The 16 major areas of competency generated from these assumptions are described. The cbte program at Houston is wrestling with the problem of evaluating attainment of competency, but it is indicated that assessment does occur in the normal course of instruction. (Hmd)."@en
  • "This booklet approaches the question of whether competency-based teacher education (cbte) and performance-based teacher education (pbte) can foster meaningful change in teacher preparation programs. The following sections are included: (a) cbte background and definitions of related terms; (b) a differentiation between pbte and cbte, with pbte seen as providing teacher education candidates with specified teaching behaviors to be demonstrated and cbte seen as assessing preservice candidates on the basis of the results they are able to obtain with elementary and secondary school students; (c) an exemplification of issues with the Nebraska University Secondary Teacher Education Program (nustep) including objectives, instruction in nustep, learner assessment and evaluation, program assessment and evaluation, and promises and problems for nustep; and (d) the challenge for teacher education, which encompasses assumptions for cbte, program development, and promises to be achieved. The prognosis for establishing cbte is not favorable since teacher preparation programs may continue to be based on unsupported assumptions and beliefs about the knowledge or behaviors that teachers should have. It is felt that little effort will be expended in identifying the relationships between teaching skills and the learning outcomes obtained by the pupils. (Jcw)."@en

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  • "Three views of competency-based teacher education: II University of Houston"@en
  • "Three Views of Competency-Based Teacher Education: 3. University ofNebraska. Cbte: Can It Be Achieved? Fastback 50"@en
  • "Three views of competency-based teacher education; 1 theory"@en
  • "Three Views of Competency-Based Teacher Education: Ii University ofHouston. Cbte Applying Systems Theory to Program Design. Fastback 49"@en
  • "Three views of competency-based teacher education"
  • "Three views of competency-based teacher education: III University of Nebraska"@en
  • "Three views of competency-based teacher education. 3., University of Nebraska"@en

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