Outcomes-Based Teacher Education

Abstract

View related articlesA model for developing a professional teacher education core, with an accompanying automated student performance monitoring system, is reported. State process and performance standards, observational performance assessments, and national test content determined program content and outcomes. The position presented is that a baccalaureate training program may provide a sufficient training base, if a program with high content validity is provided and monitored systematically throughout the course of study.

A reaction to educational reform: Implications for educational psychologists

“…It is not surprising that TECSCU respondents would oppose the three major components of the sweeping changes category: abolishing the undergraduate degree in education, requiring all prospective teachers to complete a liberal arts undergraduate degree, and requiring professional teachers to acquire pedagogical preparation at the graduate level. One could easily cite the statement made by Schnur et al (1987) when they said, "Five year teacher training programs, fifth year programs, alternative teacher training are all 'buzz' phrases in our contemporary educational milieu. Do these movements answer or beg the question; how are effective teachers produced?"…”