Models of Competence and Teacher Training

Abstract

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.

A Study of Student Teachers’ Perceptions of Teaching the Arts in Primary Schools

“…But experience alone is not, in our view, enough. We concur with Reynolds & Salters (1995), who suggest: Experience alone is not sufficient for thinking, reflecting and learning how to teach. Experience is crucial, but it must go hand in hand with theory, which enables the learner to recognise and analyse the important elements in practice and to learn from mistakes.…”

“…Reynolds & Salters (1995), in discussing models of competences, describe a model that 'adopts a holistic approach to competence' in which 'knowledge and understanding, must be taken into account as intrinsic and essential, rather than optional or additional, factors in competence'. In our view, as student teacher educators, student performance depends on the knowledge and understanding students apply in specific circumstances (Black & Wolf, 1990), that is, their practice in schools.…”

“…Students are becoming used to having their performance as student teachers evaluated and evaluating themselves in relation to competences introduced by the DfE in the 1993 reforms as well as the University of Exeter's teaching dimensions (planning, communicating, managing and evaluating) which overlap with the competences outlined in Circular 14/93. Reynolds & Salters (1995), in discussing models of competences, describe a model that 'adopts a holistic approach to competence' in which 'knowledge and understanding, must be taken into account as intrinsic and essential, rather than optional or additional, factors in competence'. In our view, as student teacher educators, student performance depends on the knowledge and understanding students apply in specific circumstances (Black & Wolf, 1990), that is, their practice in schools.…”

Begging to Differ? Clinicians’ and academics’ views on desirable attributes for physiotherapy students on clinical placement

“…However, facilitating students' learning of how to use concepts and ideas in the reality of professional practice is a more difficult and time-consuming task than simply monitoring comprehension and reproduction of knowledge and skills acquired in the classroom. Similarly, in this context, accurate assessment of competence requires assessors who can understand and evaluate what the student does, while recognising that there is not necessarily one correct response or exact statement of the knowledge being brought into play (Reynolds & Salters, 1995). This approach acknowledges the probability that future changes in the science and technology of medicine, and in the funding and delivery of health care make it difficult to predict the need for particular profession-specific skills (Engel, 1995).…”

Targeted Direction of Subject Didactics Into School Environment Within the Project of Pregraduate Education Quality Improvement at the Faculty of Education at the University of West Bohemia

“…Posilování didaktické znalosti obsahu (Pedagogical content knowledge) a rozvoj profesního vidění studentů (podpora rozvoje kompetencí všímání sinoticing a zdůvodňování -knowledge based reasoning) (Reynolds & Salters, 1995, Janík, 2009, Janík et al, 2014 jsou relalizovány prostřednictvím výcviku studentů v rámci předmětů Reflexe a hodnocení výuky (RHV) a Základy reflexe a hodnocení výuky (ZRHV). Organizačním východiskem pro posilování didaktických znalostí obsahu a rozvoj profesního vidění studentů jsou nově (od akademického roku 2017/2018) zaváděné předměty ZRHV (Základy reflexe a hodnocení výuky; pro bakalářské studium) a RHV (Reflexe a hodnocení výuky; pro navazující magisterské studium).…”