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- W2136311510 abstract "Teacher education activities which have been or ganized according o clearly defined competencies ho1d great promise as a means for maximizing instruc tional effectiveness. Current evidence suggests that when teachers in training are subjected to performance based educational sequences, movement toward individual pro fessional development is greatly facilitated. Development of model curricu1a for vocational and technical teacher education has posed many problems and questions regarding implementation. In order to clarify some of these questions, some selected aspects were subjected to testing in the classroom at Oregon State University. The primary purpose of this article is to report the findings of a study designed to investigate the feasibi'ity of organizing selected professional development skills and knowledges into a performance based learning se quence. Preliminary application of selected competency based materials to an actual teacher development situation was directed specifically to the effects on learner, instructor, and curricular organization. Application was concerned with finding answers to the following questions: 1) Will performance-based instructional organization fa cilitate movement toward individual growth as an effective teacher? 2) What role must the teacher assume in a performance based program? 3) What curricular reorganization must occur in order to facilitate performance-based instructional sequences?" @default.
- W2136311510 created "2016-06-24" @default.
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- W2136311510 date "1977-10-01" @default.
- W2136311510 modified "2023-09-26" @default.
- W2136311510 title "A Look at Performance Based Teacher Education" @default.
- W2136311510 cites W635854319 @default.
- W2136311510 doi "https://doi.org/10.1080/00193089.1977.9927483" @default.
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