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

Stevens, D.

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


Authors

D. Stevens



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.

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