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In a research report for AACTE, Elfenbein in 1972 analyzed seventeen PBTE programs from thirteen institutions of higher education and concluded that PBTE programs offer new ways of educational planning, or organizing and structuring teacher education and therefore, may be regarded as vehicles of change (25:19). By virtue of their emphasis on field activities they can provide a bridge between pre- and inservice teacher education (63)(30). While it is true that the promise of PBTE is great its developmental state has barely begun. It will require several years of research and trial before adequate programs are designed and its effectiveness truly ascertained (34:127).
One means of acquiring competencies is through the use of modules. A module is a set of learning activities (with objectives, prerequisites, pre-assessment, instructional activities, post-assessment, and remediation) intended to facilitate the student's acquisition and demonstration of a particular competency (24:9). Turner stated that the teacher education curriculum should be developed around instructional modules and should incorporate two types of laboratory instruction. One should relate to those families of concepts and skills involved in interpretation of human behavior and the other to engaging in actions which maintain behavior or bring about changes in it (53:203).