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The promise of this movement according to the American
Association of Colleges for Teacher Education's Committee
on Performance-Based Teacher Education lies in the following:
1. The fact that its focus on objectives and its
emphasis upon the sharing process by which
those objectives are formulated in advance are
made explicit and used as a basis for evaluating.
2. The fact that a large share of the responsibility for learning is shifted from teacher to
student.
3. The fact that it increases efficiency through
systematic use of feedback, motivating and
guiding learning efforts of prospective teachers.
4. The fact that greater attention is given to
variation among individual abilities, needs,
and interests.
5. The fact that learning is tied more directly
to the objectives to be achieved than to the
learning resources utilized to attain them.
6. The fact that prospective teachers are taught
in the way they are expected to teach.
7. The fact that PBTE is consistent with democratic
principles.
8. The fact that it is consistent with what we
know about the psychology of learning.
9. The fact that it permits effective integration of theory and practice.
10. The fact that it provides better bases for
designing research about teaching performances. (24:14-15).