Outcome Based Teacher Education - Assignment Example

Outcome Based Teacher Education 1.0 Aims and Objectives Outcome Based Teacher Education (OBTE) is being adapted in many educational systems in place of Performance Based Teacher Education (PBTE) primarily due to its perceived effectiveness over the latter. According to Stutter (1996), OBTE is a shift in teaching or learning methodology and in purpose. It is focused on content or the core knowledge which most parents preferred to as the there r’s – reading, ‘riting, and ‘rithmetic. It is the acquisition of knowledge with the child being challenged to use the scope of that knowledge to formulate a reasoned conclusion or judgment. OBTE focuses on measuring empirically student performance outcomes as compared to PBTE which places emphasis on improving the performance of the teacher by laying out perceived best practices in professional conduct. OBTE does not relyon specifications or requiring any particular style of teaching or learning. The important point is that the student’s performance is assessed and must demonstrate that they have learned the required content and skills. The paper is a critical analysis of Outcomes Based Teacher Education (OBTE) versus Performance Based Teachers Education (PBTE) in developed countries such as the United States and the United Kingdom. In doing so, it becomes necessary to delineate clearly the ideas underpinning OBTE and PBTE. I would be analyzing the effectiveness and disadvantages of both by drawing upon available literature regarding the experiences of elements of educational systems. This paper includes the review of the Teacher Quality aspect of each country, the students’ ability to learn and assessment of its curriculum. This paper is aimed at providing an analytical and credible study and assessment of the nature of OBTE and PBTE. The results of this study is hoped to provide a useful guidepost in the development of the educational system on whether to pursue OBTE or PBTE. This paper also aims to be a useful related study to those who would want to perform such a similar analysis in the future. 2.0 Proposed Research Structure The research could possibly include six (6) chapters: Chapter 1 – Introduction and Aims of the study; Chapter 2 – Review of Related Literature/Studies; Chapter 3 – Methodology; Chapter 4 – Systematic Presentation of the Data and Important Points; Chapter 5 – Discussion, Analysis and Interpretation of Data and Chapter 6 – Summary and Conclusions. 3.0 Data Sources The researcher had chosen developing countries such as the United States and the United Kingdom as a research target for these countries are known for their advancement in terms of education and technology. Philosophers, famous educators and latest inventions mostly are from these countries. Residents of these continents pay much attention to the academic aspect of life. As early as one-year old, children are being sent to pre-schools and nurseries for their first hand education. Universities such as the Oxford and Harvard and many other famous universities are situated in these areas. In the course of study, data will be gathered from published papers and reports that are directly concerned with the topic. I will be fist scanning the material that is present in peer-reviewed academic journals so as to obtain highly credible data sources and proceed to obtain data from newspaper reports, magazine articles and other published material. It is advised that previous studies and overviews regarding the topic be reviewed in order to gain further knowledge about the issues and conflicts of the chosen topic. I have also conducted a preliminary survey of data sources in the internet. It turned out that there is a wealth of literature regarding the topic. The Yahoo.com and/or the msn.com are the largest provider of different kinds of websites all over the world. Below are website links which may help the researcher to gather relevant information regarding the subject at hand. 3.1 Outcome Based Teacher Education a. www.probe.org/content/view/793/88 b. www.aare.edu.au/04pap/ber04768.pdf c. www.ncrel.org/sdrs/areas/issues/envrnmnt/go/go4outcm.htm d. www.uky.edu/Education/NCATE/pesc92.pdf e. en.wikipedia.org/wiki/Outcomes_Based_Education 3.2 Performance Based Teacher Education a. www.ncate.org/documents/article_aera.pdf b. www.k12.wa.us/certification/profed/pubdocs/PedagogyAssessment.pdf c. www.wcer.wisc.edu/CPRE/papers/Mpls03_KSBP.pdf d. www.kltprc.net/books/kysteachers/Chpt_06.htm e. www.mff.org/pubs/performance_assessment.pdf. The websites provided are a useful tool in gathering literatures regarding the topic. These sites include literature review, essays and reactions and opinions about the topic and can provide a useful material to start the project with. 4.0 Methodology This paper is a critical analysis of a certain subject which is the OBTE versus PBTE. This means that the researcher will be dealing with facts and previous writings and documentations regarding the subject. The purpose of a critical analysis is to clarify, explain, or defend an idea about a work. Interpretation of literature is important, and close analysis is one way of looking at and learning about a literary work. A critical analysis should raise a meaningful issue and present an argument. The internet and websites are the major sources of literature, magazines, news papers and other published literatures are also of great help. The research questions which is hoped to be answered are the following: What is OBTE and PBTE? What are the tangible advantages and disadvantages of OBTE and PBTE? Are there any setbacks in OBTE as opposed to PBTE? How can outcome based teacher education be incorporated into the curriculum in a sustainable way? How shall the implementation of outcome based teacher education affect the assessment, results and learner’s ability? Are there any foreseen obstacles which can jeopardize the success of outcome teacher based education? Are teachers qualified and mentally prepared to bring on board outcome teacher based education? What are systematic assessment, philosophical, political and implementation of OBTE? Chapters 1 and 2 will be accomplished first through the use of published materials, literatures, magazines, books and related studies as the basis for establishing an introduction and review of related literatures. Chapters 4 and Chapter 5, the Systematic Presentation of the facts and Discussion and Analysis and Interpretation of Data will be conducted next. Presentation of facts is conducted by giving out emphasis on important points, the similarities and differences of these two areas of education, the significance this topic has and the issues and confusions about this area of academic system. Analysis and interpretation of the facts is also very essential for in this chapter, the researcher will present a thorough understanding of the points and its implications. After critically studying and evaluating the relevant data, the researcher will then be making a summary and conclusion chapters in which the researcher makes his final words regarding the two different areas of education. As a final note, it should be pointed out that the study will draw heavily upon published material both in print media and the internet which could raise questions on the credibility of data sources. To minimize this, I will mostly draw on peer-reviewed journals and only sparingly consider materials that have not undergone scientific scrutiny. Names of schools that are used in the reports will only be named in this study when their names are present in the reports. 5.0 Resources 1. Stutter, Lynn M. What is Outcome Based Education, March 1996 2. Education Commission of the States. (1995, January). "Outcome-based" education: An overview. Denver, CO: Author. Read More