CHAPTER III
PROCEDURES
Module Development
Twenty-four generic competencies for middle school teachers were identified in the first two years of the middle school competency project at the University of Florida. Based on the Houston model, modules were developed the following year to provide teachers with the means of achieving these competencies. The modules were written for in-service teachers primarily, but they could also be used by pre-service students preparing to become middle school teachers.
For the competency area "Constructive Interaction" a module was developed to enable teachers to identify personal knowledge and interests of students and incorporate these interests in the school curriculum. This module was field-tested with in-service teachers throughout the state of Florida. Feedback on the module indicated that some of the objectives and enabling activities were weak.
The module was reconstructed and evaluated by three experts in the areas of middle school curriculum, competency-based teacher education and module development. The revised version was
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