The use of competence as a basis for the education and training of teachers has become commonplace. Department for Education (DfE) circulars 9/92 (DfE, June 1992) and 14/93 (DfE, November 1993) have indicated the way forward for competence-based teacher training. This paper suggests that it is possible to identify three models of competence which seem to dominate research. The first is broadly behaviourist in its approach and depends largely upon the inculcation of domain-specific behaviours. The second can be termed a process model, which attempts to map out the process of competent action in terms of flexibility. The third may be described as a cognitive model, since it attributes such importance to knowledge and understanding in underpinning competent action. Each of these models is examined in relation to certain key variables: their interpretation of knowledge and understanding, methods of assessment, and forms of training. A final section draws attention to important factors which operate in competent performance and which must be realised in any competency approach to the training and education of teachers.
In February 1997 the Teacher Training Agency (TTA) published consultation documents on the Training Curriculum and Standards for New Teachers. Amongst other things their proposals for teacher training entail a switch from emphasis on competences to concentration on standards to be realised within a context of classroom practice. The article argues that this context appears to be quite narrowly conceived and that it would in consequence lead to an undesirably restricted view of the nature of teacher training.
Specifically the discussion deals with the implications of the proposals for the notion of teaching as a reflective activity. An approach to reflective practice indicated by the proposals is examined and implications for professional knowledge and values investigated.This article acknowledges the central importance of critical reflection on classroom practice for training but maintains that it is likely to be more effective if based on a broader conception of knowledge and educational values than appears to be held by the TTA.
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