Development and Validation of a Competency-Based Preservice/Inservice Learning System for Vocational Teachers. Final Report.

Autor/in	Mills, Joe D.
Institution	Florida State Dept. of Education, Tallahassee. Div. of Vocational Education.
Titel	Development and Validation of a Competency-Based Preservice/Inservice Learning System for Vocational Teachers. Final Report.
Quelle	(1977), (56 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Administration; Competence; Competency Based Teacher Education; Criterion Referenced Tests; Curriculum Development; Delivery Systems; Evaluation Criteria; Individualized Instruction; Inservice Teacher Education; Instructional Materials; Multimedia Instruction; Objectives; Preservice Teacher Education; Skills + Suchen Sie Ihr Suchwort? Verwaltung; Kompetenz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Auslieferung; Individualisierender Unterricht; Lehrerfortbildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Multimediales Lernen; Goal definition; Zielsetzung; Lehramtsstudiengang; Lehrerausbildung; Skill; Fertigkeit
Abstract	The purpose of this project was to develop and field test a modularized, individualized, multimedia learning system designed to produce vocational instructors who are competent to implement and manage a totally individualized curriculum delivery system. A team of instructional designers worked with practicing vocational teachers and teacher educators to (1) determine the competencies and objectives of the system; (2) determine the content of instructional materials; and (3) formatively evaluate the instructional materials. Project effort resulted in a learning system called FACIT (Florida's Approach to Competency-Based Individualized Teaching). The system consists of thirty-one competencies, organized into six components: goal setting, objectives, criterion-referenced testing, learning experiences, evaluation, and instructional management. Each competency has at least one print-learning option, and most include a second learning option in an alternative medium. Three conclusions of the study are that (1) there are a set of commonly agreed-upon competencies central to the individualization of competency-based instruction; (2) FACIT is a unique approach that includes elements of many other theoretical and practical approaches; and (3) FACIT provides a model for the concepts it is designed to teach. (FACIT competencies and objectives, bibliographic citations of over 200 materials reviewed, and a list of 46 FACIT instructional materials are included as appendixes.) (MEK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01