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Performance-Based Teacher Education


by Nicholas L. Gage & Philip H. Winne - 1975

In this chapter we first define PBTE and then consider briefly its origins and short history. Next, we explore four basic issues: humanistic objections to PBTE, the relationship between teacher performance and student achievement, the foundations of training, and the cost of PBTE. If PBTE is in some degree a functioning reality it is necessary to ask how well it achieves its objectives. Thus, we also consider problems that arise in evaluating PBTE programs. The chapter ends with a statement of our own position.


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This article originally appeared as NSSE Yearbook Vol 74, No. 2.


Cite This Article as: Teachers College Record Volume 76 Number 6, 1975, p. 146-172
https://www.tcrecord.org ID Number: 19393, Date Accessed: 2/21/2020 9:43:10 AM

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About the Author
  • Nicholas Gage
    Stanford University
    N. L. GAGE is a professor of education and psychology and a program director of the Center of Educational Research at Stanford University.
  • Philip Winne
    Simon Fraser University
    E-mail Author
    PHILIP H. WINNE is a professor in the Faculty of Education at Simon Fraser University.
 
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