Abstract
One rapidly growing educational trend is Competency Based Teacher Education (CBTE). Acceleration of this movement has attracted widespread attention within the educational profession. According to Houston and Howsam, rarely, if ever, has any movement swept through teacher education so rapidly or captured the attention of so many in so short a time as has the competency-based movement. CBTE origins trace back to Elementary School Model Programs, Teacher Corps projects, and Training for Teachers of Teachers Programs (TTT). From these initial programs, the CBTE characteristics of protocol and training materials, systematic and field-oriented schooling, computer-assisted and individualized instruction, and explicit goals' evaluation all derive. Increasing public demands for accountability and relevance of subject matter have nourished and accelerated the CBTE movement.
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