Abstract
Some aspects of competency-based teacher education (CBTE), as they apply to the preparation of teachers of mathematics, are explored in this article. Essential and distinguishing features of CBTE are examined and related to the University of Georgia experience in CBTE, and some nonessential features of CBTE are identified. A “competency” and how competencies may be identified are discussed, along with the effects of a competency orientation on methods courses, student teaching, and internship experiences. Some research trends related to CBTE are also touched on. And finally, the development of a competency is described.
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