Source: Journal of Education for Teaching International research and pedagogy, Volume 36 Issue 2 (2010). p. 187 - 196.
This article presents a radical critique of the competence-driven initial teacher education (ITE) paradigm. The critique focuses 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.