A Humanistic Approach to Performance-Based Teacher Education. PBTE Series No. 10 [electronic resource] / Paul Nash.
Questions are reaised in making performance-based teacher education (PBTE) a more humanistic enterprise. A definition of the term "humanistic" could include such qualities as freedom, uniqueness, creativity, productivity, wholeness, responsibility, and social humanization. As to freedom, a...
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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 Nash, Paul. | |
| 245 | 1 | 2 | |a A Humanistic Approach to Performance-Based Teacher Education. PBTE Series No. 10 |h [electronic resource] / |c Paul Nash. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1973. | ||
| 300 | |a 35 p. | ||
| 500 | |a ERIC Document Number: ED077893. | ||
| 500 | |a Sponsoring Agency: National Center for Improvement of Educational Systems (DHEW/OE), Washington, DC. |5 ericd. | ||
| 500 | |a ERIC Note: Order Department, American Association of Colleges for Teacher Education, One Dupont Circle, Suite #610, Washington, D.C. 20036 ($2.00). |5 ericd. | ||
| 520 | |a Questions are reaised in making performance-based teacher education (PBTE) a more humanistic enterprise. A definition of the term "humanistic" could include such qualities as freedom, uniqueness, creativity, productivity, wholeness, responsibility, and social humanization. As to freedom, a humanistic approach to PBTE would encourage people to act deiberately and intentionally out of self-framed goals; a problem is that such goals are not externally measurable. PBTE would in theory protect one's uniqueness, but would find conflict with the general standards of behavior society demands. The flexibility of PBTE could foster creativity, but this might suffer under the need for measurement. The humanistic idea of productivity, which is different from that of industry, holds that productiveness comes from the center of the person. The wholeness of an individual might suffer in PBTE with its possible emphasis on short-term, isolated gains. The matter of teacher responsibility and PBTE brings back the question of the nature of teacher responsibility. As to social humanization, perhaps making teachers behave more efficiently in the context of the present authority structure may entrench the forces that have led to dehumanization. (JA) | ||
| 650 | 1 | 7 | |a Competency Based Teacher Education. |2 ericd. |
| 650 | 0 | 7 | |a Evaluation Criteria. |2 ericd. |
| 650 | 0 | 7 | |a Human Development. |2 ericd. |
| 650 | 1 | 7 | |a Humanism. |2 ericd. |
| 650 | 1 | 7 | |a Humanization. |2 ericd. |
| 650 | 0 | 7 | |a Measurement Techniques. |2 ericd. |
| 650 | 1 | 7 | |a Performance Criteria. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Education. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Evaluation. |2 ericd. |
| 710 | 2 | |a American Association of Colleges for Teacher Education. | |
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