Abstract
Abstract: Varying policy on the implementation of proficiency-based education (PBE) presents a challenge in the preparation of future educators. It becomes critical to include structures and strategies in teacher education programs that support learning and application in different assessment frameworks. This study explores a piloted PBE model in a university teacher preparation course to better understand the enactment of PBE in classrooms, and the associated teaching and learning implications in a university setting. Results point toward reflection, choice, and standards as objectives as benefits of a PBE model, while challenges include time and scalability in classrooms. Implications focus on the instructional practices identified as benefits in a PBE model and the implementation of those practices in teacher preparation.
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