A Freirean critique of the competence model of teacher education, focusing on the standards for qualified teacher status in England

Stevens, D.

Abstract

The paper presents a radical critique of the competence-driven initial teacher education (ITE) paradigm, focusing on the official standards for qualified teacher status in England and Wales, the legal basis for teacher education courses, and specifically the Postgraduate Certificate in Education (PGCE). Broadly, the developing perspective here is that based on critical pedagogy (CP), as presented and proposed by Paulo Freire and others, thus providing a theoretical base for pertinent exploration.

Citation

Stevens, D. (2010). A Freirean critique of the competence model of teacher education, focusing on the standards for qualified teacher status in England. Journal of Education for Teaching, 36(2), 187-196. https://doi.org/10.1080/02607471003651722

• Journal Article Type: Article
• Publication Date: May 1, 2010
• Deposit Date: Nov 10, 2010
• Publicly Available Date: Aug 16, 2012
• Journal: Journal of Education for Teaching
• Print ISSN: 0260-7476
• Electronic ISSN: 1360-0540
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• Volume: 36
• Issue: 2
• Pages: 187-196
• DOI: https://doi.org/10.1080/02607471003651722
• Keywords: Initial teacher education, Competences, Standards, Critical pedagogy.
• Public URL: https://durham-repository.worktribe.com/output/1537455