Models of Competence and Teacher Training

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.