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- W243539490 abstract "This paper deals with the question of what should be the focus of measurement in a competency-based teacher education program. Two modes for measuring teaching competency, product measurement and process measurement, are contrasted and discussed. Product measurement focuses on changes in pupil behavior brought about by the teacher while process measurement focuses on the teaching act itself.. Since there is little research evidence that causally links teacher behavior with pupil behavior, the simultaneous use of both product measurement and process measurement is advised. *WHAT FOCUS IN THE MEASUREMENT OF TEACHING COMPETENCY? W. George Gaines University of New Orleans CZ) My purpose in this symposium on competency-based teacher education (CBTE) C:3 L1J is to describe a broad class of problems that we encounter when we attempt to measure teaching competency. The class of problems to which I am referring is defined by the question, What should be the focus of measurement? This, of course, must be the very first question we have to come to grips with in the measurement of teaching competency. To discuss specific measurement procedures before grappling with this question would be premature; therefore, my discussion will be kept at a much more general level. Most of us agree that teachers ought to be trained to do those things which have the highest probabilities of bringing about desirable behavioral changes on CeD tLe part of their students. Ultimately, the validity of a CBTE program or any other form of teacher education, for that matter, must-be demonstrated by its (1:) -,...Juuction of teachers whose actions measurably affect their students. Our lives in teacher education would be infinitely mare simple if the performance criteria of our programs were derived from a solid empirical base in the rer.earch literature that linked teacher actions with stLdent learning. Hot-ever, extensive reviews of the literature by Rosenshine (1970) and Rosenshine and Furst (1971) resulted in the conclusion that much more evidence is needed regarding tILe relationship between teacher behavior and pupil outcome measures. Making specific reference to the model programs funded by USOE, Rosenshine and Furst" @default.
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- W243539490 date "1973-01-01" @default.
- W243539490 modified "2023-09-27" @default.
- W243539490 title "What Focus in the Measurement of Teaching Competency" @default.
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