Literaturnachweis - Detailanzeige
| Autor/inn/en | Arends, Robert L.; und weitere |
|---|---|
| Institution | State Univ. of New York, Buffalo. Coll. at Buffalo.; Syracuse Univ., NY. |
| Titel | Handbook for the Development of Instructional Modules in Competency-Based Teacher Education Programs. |
| Quelle | (1971), (79 Seiten) |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Achievement; Behavioral Objectives; Educational Objectives; Performance Criteria; Preservice Teacher Education; Teacher Educators |
| Abstract | This handbook has been prepared for use by teacher educators involved in the process of developing instructional modules in competency-based teacher education programs. Two major concepts are dealt with: objectives and modules. Each of these is first treated as a separate subject and their relationships are discussed later. The handbook is divided into seven short sections: 1) The first section examines the wide variety of objectives which may be used to specify the competencies students are expected to achieve in competency-based approaches. 2) The second section deals with a modular approach to teacher education, explains the hierarchy which builds from a single module into the total program of the prospective teacher, and gives examples in each of the categories of that hierarchy. 3) The third section suggests a format which might be used for written descriptions of instructional modules; a standard format would facilitate the sharing of modules. 4) A reference system which might be used to catalog instructional modules is presented in the fourth section. 5) The fifth section asks the reader to reflect on the previous sections as he begins to design competency-based instructional modules. 6) The sixth section presents a glossary of terms and bibliography. 7) Several sample modules are included as examples of the format, style, and general approach suggested. (MBM) |
| Anmerkungen | The Center for the Study of Teaching, 235 Bishop Hall, 1300 Elmwood Avenue, Buffalo, N.Y. 14222 ($3.00) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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