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Abstract
This study has involved an evaluation of performance-based teacher education (PBTE) programmes conducted in three Australian states for technical and further education (TAFE) teachers during 1979. The five objectives of the research related to effectiveness of the PBTE approach, reactions of participants in the programmes, institutional considerations in its operation, suitability of the materials used as the delivery system, and reactions of teacher educators to their role as resource persons within the PBTE programmes.
The PBTE programmes involved 145 student teachers, 12 TAFE teacher educators and 28 Victorian field supervisors. The students were undertaking undergraduate and postgraduate awards. Materials used for the programmes were competency-based modules from The Ohio State University in Columbus, Ohio.
From the results of the study, the authors have concluded that the PBTE model has considerable potential for TAFE teacher education in Australia, but that its effectiveness depends upon certain conditions being met with respect to its three components — teacher educators, student teachers and supporting resources—and to its implementation.