Literaturnachweis - Detailanzeige
| Autor/in | Grady, Michael P. |
|---|---|
| Titel | Towards A Personalized Competency Referenced Model of Teacher Education. |
| Quelle | , (18 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Behavioral Objectives; Competency Based Teacher Education; Educational Philosophy; Higher Education; Inservice Teacher Education; Models; Performance Criteria; Preservice Teacher Education; Program Descriptions; Resource Centers |
| Abstract | This teacher education model is designed to assist inservice and preservice teachers in attaining their professional goals in a continuing program of self-improvement. The model is personalized in that it calls for the determination of competencies and objectives based on the individual teacher's philosophy of education. It is also individualized since the learning that takes place is self-paced. Finally, the model is flexible and can be used with preservice or inservice programs. There are five phases of the model: (1) philosophy, (2) rationale, (3) objectives, (4) mastery of competencies, and (5) evaluation. The five phases are guided by a collaborative section which serves to familiarize participants with influences that must be considered in developing one's philosophy, objectives, and competencies (e.g., that the teacher must function within a school district, dealing with students and parents). After recognizing the influencing factors and dealing with them in a collaborative manner, the participant is ready to begin the five phases of the model. (Appended are diagrams and an explanation of phases 3-5 of the model as well as information concerning the need for a resource center when implementing the model.) (Author/RC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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