Competency-Based Teacher Education and the Arts

1984 ◽  
Vol 85 (4) ◽  
pp. 41-42
Author(s):  
Edward J. Nussel
Keyword(s):  
Teacher Education ◽  
The Arts ◽  
Competency Based

An Experimental Evaluation of Competency‐based Teacher Education

1980 ◽  
Vol 8 (1-2) ◽  
pp. 38-48 ◽  
Author(s):  
Harry Thompson ◽  
Don Levis
Keyword(s):  
Teacher Education ◽  
Experimental Evaluation ◽  
Competency Based

scholarly journals Improving Generalist Teacher Education in the Arts

2010 ◽  
Vol 5 (3) ◽  
pp. 159-168
Author(s):  
Susanne Garvis ◽  
Rowena Riek
Keyword(s):  
Teacher Education ◽  
The Arts

scholarly journals Initiating mobilizing networks: Mapping intercultural competences in two music teacher programmes in Israel and Finland

2018 ◽  
Vol 40 (1) ◽  
pp. 67-88 ◽  
Author(s):  
Laura Miettinen ◽  
Claudia Gluschankof ◽  
Sidsel Karlsen ◽  
Heidi Westerlund
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Teacher Educators ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Instrumental Case Study ◽  
The Arts ◽  
Educational Challenges ◽  
Holistic Understanding ◽  
Group Interviews

Societies worldwide are becoming more aware of the educational challenges that come with increased cultural diversity derived from ethnic, linguistic, religious, socioeconomic and educational differences and their intersections. In many countries, teacher education programmes are expected to prepare teachers for this reality and develop their intercultural competences. This instrumental case study is based on a project that aims to initiate mobilizing networks between two music teacher programmes to explore intercultural music teacher education. In this study, we map the intercultural competences that are required of music teacher educators and that are provided in the music education programmes at two higher music education institutions in Israel and Finland. The data consists of 11 focus group interviews with music teacher educators at the Levinsky College of Education in Tel Aviv and the Sibelius Academy of the University of the Arts Helsinki, conducted by a multinational research team. The data was analysed abductively, using content analysis as a method. While the interviewed teacher educators could articulate many aspects of their own intercultural competences or the lack of them, the findings indicate that in musical diversity and teaching students from different musical backgrounds the teacher educators found it difficult to explain what kinds of intercultural competences their respective programmes provided for the students. Based on the findings, there is a need for a more holistic understanding of intercultural competences in music teacher education as well as how our institutions produce power. There is also a need for the teacher educators in the programmes to collaborate and discuss among each other in order to create “knowledge communities” and to move towards addressing intercultural issues.

Competency Based Special Education Teacher Training

1973 ◽  
Vol 40 (3) ◽  
pp. 192-197 ◽  
Author(s):  
Richard E. Shores ◽  
Patricia Thomas Cegelka ◽  
C. Michael Nelson
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Positive Impact ◽  
Teacher Behavior ◽  
Special Education Teacher ◽  
Teacher Education Programs ◽  
Teacher Competencies ◽  
Research Strategies ◽  
Competency Based ◽  
Child Performance

This review takes a critical look at a major component of competency based teacher education: the derivation and validation of teacher competencies. The available literature indicates that teacher competencies tend to be derived from “expert” opinion rather than the direct observation of teacher behavior, that they often are not behaviorally stated or evaluated as to whether or not they have a positive impact on child performance, and that few teacher educators or researchers are attempting to validate competencies empirically before including them in teacher education programs. Research strategies to remediate these deficits are suggested.

Perceptions of Teacher-Supervisors of Students in Competency-Based and Field-Based Teacher-Education Programs

1981 ◽  
Vol 53 (1) ◽  
pp. 317-318
Author(s):  
Jack V. Powell ◽  
Judith C. Reiff
Keyword(s):  
Teacher Education ◽  
Elementary Teachers ◽  
Teacher Education Program ◽  
Program Planning ◽  
Teacher Education Programs ◽  
Classroom Teachers ◽  
Cooperative Program ◽  
Instructional Behavior ◽  
Competency Based ◽  
Teacher Supervisors

Perceptions of 72 elementary teachers supervising in a competency-based teacher-education program were compared with the perceptions of 54 elementary teachers supervising in a field-based program. Significant differences were found between the two groups on cooperative program planning and interns' influence on classroom teachers' instructional behavior.

Exemplify what you explicate

1973 ◽  
Vol 20 (3) ◽  
pp. 209-211
Author(s):  
Evelyn Sowell
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Education Faculty ◽  
Education Students ◽  
University Of Houston ◽  
Competency Based ◽  
The University ◽  
Teacher Education Students

That professor! What he says is great—but that idea just won't work in the classroom!” These statements may be common among some teacher education students. Such comments are now heard much less frequently, however, around the University of Houston. The mathematics education faculty is experimenting with a competency- based program, as part of a collegewide endeavor, that requires prospective teachers to actually use in their classrooms what they hear and read about teaching. Initial experiences with this program suggest several advantages both for teachers in training and for teacher educators. This article describes some features and benefits of one type of approach to competency-based mathematics education.

Research Competency-Based Teacher Education Materials: How Available? How Usable? How Effective?

1979 ◽  
Vol 30 (3) ◽  
pp. 58-61
Author(s):  
Meredith Damien Gall
Keyword(s):  
Teacher Education ◽  
Research Competency ◽  
Competency Based
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