Competencies and the curriculum

Year: 1994

Author: Scheeres, Hermine, Hager, Paul

Type of paper: Abstract refereed

So far, the main focus of the professional competencies debate has been the workplace. This paper will outline and discuss a number of unresolved issues centred on competencies and the curriculum.

Using teacher education as the main example, issues to be addressed include: Given credible competency standards, which areas should be the focus of initial teacher education and which areas should be left for professional development? Should some areas be introduced in teacher education, further developed in professional practice, and then extended or consolidated via professional development activities? How can we determine whether the competency outcome claims made by course providers are realistic? (For example, how plausible is it when a short professional development program and a university teacher education course both claim to achieve a similar set of competency outcomes?)