Some Philosophical issues in Competency-Based Teacher Education [electronic resource] / Elvira R. Tarr.
One of the implied characteristics of competency-based teacher education is the allegedly systematic nature of the program. Attempts have been made to place CBTE within some philosophical tradition. But CBTE is actually a theoretically based teaching strategy employing parts of teaching theory, prim...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1973.
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MARC
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| 100 | 1 | |a Tarr, Elvira R. | |
| 245 | 1 | 0 | |a Some Philosophical issues in Competency-Based Teacher Education |h [electronic resource] / |c Elvira R. Tarr. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1973. | ||
| 300 | |a 16 p. | ||
| 500 | |a ERIC Document Number: ED076667. | ||
| 500 | |a ERIC Note: Paper presented at annual meeting of American Educational Research Association (New Orleans, Louisiana, February 25-March 1, 1973). |5 ericd. | ||
| 520 | |a One of the implied characteristics of competency-based teacher education is the allegedly systematic nature of the program. Attempts have been made to place CBTE within some philosophical tradition. But CBTE is actually a theoretically based teaching strategy employing parts of teaching theory, primarily prescriptive, and learning theory, primarily descriptive. The influence of a teacher's attitudes and values on pupil learning should not be overlooked. The competencies that have been identified have been derived empirically rather than from analysis of a conception. A stipulation should be made that competencies should be stated in assessable terms or not used. The use made of the word "performance" and the lack of time limits for completion lend ambiguity to the concept of CBTE. Participation in the program is described as broad-based decision-making, but to expect students to design the program is to ask for the finished product at the program's initiation. The inadequacy of the conception of teacher role and the absence of questions concerning the actual and continuing performance of those who have demonstrated their ability to perform are other weaknesses in CBTE. Of paramount importance is the fact that apparently no distinctions are drawn about the values of the various competencies. Too little attention is paid to the affective and cognitive domains. In addition, the individualization of instruction claimed for CBTE is not really individualized. The research to be done in learning and the relation between teacher performance and pupil learning are further reasons to question the soundness of CBTE. (KM) | ||
| 650 | 1 | 7 | |a Competency Based Teacher Education. |2 ericd. |
| 650 | 1 | 7 | |a Educational Theories. |2 ericd. |
| 650 | 0 | 7 | |a Learning Theories. |2 ericd. |
| 650 | 1 | 7 | |a Performance Criteria. |2 ericd. |
| 650 | 0 | 7 | |a Speeches. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Behavior. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Education. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Role. |2 ericd. |
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