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In a paper for the American Association of Colleges for
Teacher Education (AACTE), Karl Massanari defined performancebased teacher education (PBTE) as a "program designed specifically to provide the prospective teacher with learning experiences that will prepare him to assume a specified teaching role. Successful completion of the program is accomplished only when the teacher candidate provides evidence that he possesses specified requisite knowledge and can carry out in practice specified teaching functions" (41).
Massanari also outlined the procedures involved in performance-based teacher education:
Specific behavioral objectives are defined
prior to instruction in terms indicating the
kinds of evidence regarding performance that
would be acceptable to show that the objectives had been attained. Both the objectives and the
kinds of evidence are made explicit to the learners at the outset of the program. For each performance objective, the learning of the prospective teacher is guided by periodic assessment
and feedback. The learner attains the objective
whenever he can produce the required evidence
by demonstrating that he has the requisite knowledge and/or he can perform the specified tasks
acceptably. (41:3)
As evidence of the present significance of this movement in education, two major sources concerning competencybased education were published in 1972. Competency-Based Teacher Education: Progress, Problems and Prospects developed