http://worldcat.org/entity/work/id/2265973

What competencies should be included in a C/PBTE program?

This paper reviews the current state of the art in competency identification procedures for competency/performance based teacher education (c/pbte) programs within the context of an overall strategy to improve teacher education through the generation of knowledge about teaching and learning. Strengths and weaknesses of theoretical approaches, task analysis procedures, and course conversion methods all suggest the need for further work on methodology and indicate that while there are numerous routes to competency identification, no single route would be best under all circumstances. Theoretical approaches are most likely to result in conceptually unified programs--but can only be useful to the extent that the underlying theories have good explanatory power in the real world. Task analysis procedures for competency identification run the risk of being too firmly tied to what actually goes on in the real world to result in the generation of new knowledge about teaching and learning. Course conversion methods of identifying teaching competencies, while probably the most expedient approach, can easily result in program fragmentation and, unless combined with a more theoretical orientation, are not likely to produce fruitful hypotheses for continuing research. An eclectic approach combining the best features of all these methods may be the most useful for accomplishing the task, although the question of which is the best or most useful can only be answered through a continuing process of program evaluation and competency validation research. (Author/PB).

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