A Competency-Based Program for Certification of Social Studies Teachers. Position Paper. [and] Appendices A through D.

Institution	Minnesota State Dept. of Education, St. Paul. Teacher Certification and Placement Section.; Minnesota State Task Force to Study Programs Leading to Certification for Teachers in the Areas of Social Studies, St. Paul.
Titel	A Competency-Based Program for Certification of Social Studies Teachers. Position Paper. [and] Appendices A through D.
Quelle	(1973), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Affective Objectives; Behavior Patterns; Classroom Techniques; Cognitive Objectives; Competency Based Teacher Education; Educational Objectives; Educational Programs; Evaluation Methods; Guidelines; School Community Relationship; Secondary Schools; Social Studies; State Programs; Teacher Certification; Teacher Characteristics; Teacher Qualifications; Minnesota + Suchen Sie Ihr Suchwort? Klassenführung; Kognitives Lernziel; Educational objective; Bildungsziel; Erziehungsziel; Richtlinien; Sekundarschule; Gemeinschaftskunde; Regierungsprogramm; Lehrqualifikation
Abstract	A new certification regulation for social studies teachers in the state of Minnesota has been developed by a Task Force to Study Programs Leading to Certification of Teachers in the Areas of Social Studies. This Position Paper includes the rationale for a competency-based certification program and an analysis of the regulation, including guidelines related to the specific areas of competencies to be developed. Limitations of the former approval program for certification program are noted. It is concluded that the new regulation will ensure greater accountability on the part of public schools, individual teachers, and teacher-preparing institutions. Four appendices to this paper include: 1) A collection of selected pages from background papers prepared by the Task Force on competencies in the cognitive and affective area, and the area of community and professional relations; 2) A list of recommended competencies for social studies teachers; 3) A sample program for evaluating progress toward one general competency -- the ability to bring about a significant increase in pupil's use of higher levels of thought; and 4) illustrations of some of the Task Force's assumptions about society, man, knowledge, and learning principles. For related background papers see documents SO 006 087-89. (SHM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC