http://worldcat.org/entity/work/id/422955339

Performance-Based Teacher Education Design Alternatives: The Concept ofUnity. Pbte Series, No. 14

This paper explores ways to build highly articulated, well-integrated, competency-based programs for teacher education. The development of two substantive systems in teacher education is discussed--the teacher system (the model of a teacher) and the program system. Five strategies for articulating the model of a teacher are noted: (a) the model of the school, in which the teacher is seen in relationship to his job environment and the necessary teacher competencies are developed after the model of the school is defined; (b) the generalist model; (c) the model of a particular educational approach, in which the teacher is provided with the competencies necessary for implementing a certain instructional strategy; (d) the practitioner model; and (e) the traditional program components model, in which the usual elements of teacher education are translated into competency statements and competency programs. Since the model of the teacher provides the substance of the program, program design is completed after the model is defined. In the first stage of program design, decisions about overall program strategies, the nature of the interrelationships among components, selection of component strategies, and the possible compatibility among components are made. In the second stage of program development, elements are created along with the devices that will relate the program elements to one another. (Hmd).

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