International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Competencies
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18 items
11
This study examines how cultural influences have characterized the ‘reforms’ in each of the three countries: England, France and Germany. Four common pressures leading to the reform of teacher education in England, France and Germany are identified as professionalisation, the Bologna Process, the Programme for International Student Assessment (PISA) and teacher recruitment.
Published: 2015
Updated: May. 30, 2016
12
In this article, the authors investigate the extent to which three postgraduate teacher education institutes in the Netherlands pay attention to and aim to stimulate the development of community competence. This question is approached through three curriculum representations, the intended, implemented and attained curriculum. The study guides revealed that all institutes in some way or another stated the importance of developing community competence by their student teachers. However, it appears that community competence is weakly conceptualised in the intended curriculum. Furthermore, in the implemented and attained curricula, teacher educators, student teachers and the materials showed that there was no systematic and explicit policy for stimulating the development of community competence of student teachers.
Published: 2013
Updated: Nov. 25, 2015
13
This article focuses on the knowledge–competencies nexus in the context of ‘twenty-first century learning’. It raises several questions: Does the interest in competencies devalue or undermine knowledge? Does a social constructivist paradigm necessarily dismantle disciplinary knowledge? What is the relationship between knowledge and improving the life chances for the marginalised? Against a critical background discussion of ‘twenty-first century learning’, these questions are addressed by considering and synthesising three perspectives on knowledge in relation to their particular critique of education, what they say about knowledge, and the bearing this interpretation has on how they view pedagogy and curriculum.
Published: 2014
Updated: May. 10, 2015
14
In this article, the authors conducted an integrative literature review focusing on the methods of argument analysis and assessment that have been proposed thus far in the field of education. Specifically, they constructed an interpretative framework to organize the information contained in 97 reviewed studies in a coherent and meaningful way. The main result of the framework’s application is the emergence of three levels of argumentative competence: metacognitive, metastrategic, and epistemological competence.
Published: 2013
Updated: May. 26, 2014
15
This article addresses a set of dilemmas that are associated with teaching, then with teacher education, and finally with the relation or linkage between the two. The authors also note the powerful role that inequality plays in any account of occupational competence in teaching, then conclude by exploring contemporary approaches to the reform or improvement of teacher education as a means of developing occupational competence.
Published: 2010
Updated: May. 06, 2012
16
This article explores the possible role of teaching portfolios as an effective tool both for the negotiation of identity and for the demonstration of teaching competence. Through examining the perceptions of teachers who are in their first five years of teaching, the authors seek to re-frame teaching portfolios in relation to repertoires of practice, a sociocultural historical phrase referring to shared competencies within a given community. The authors conclude that this re-framing enables novice teachers to understand competencies as the repertoires of the teaching profession and that they can enact these repertoires, or competencies, through a range of different practices.
Published: 2010
Updated: Sep. 05, 2010
17
In this article, the author examines how the lived experiences of three adult learners of English in local (school-based and workplace-based) communities of practice both support and contradict the stated policies and pedagogical practices of the adult ESL program in which they are enrolled. The author relies on the view of Communities of Practice (CofP) framework and theories of engaged participation. The data come from a larger ethnographic study in which the author examined the experiences of women refugees. Findings show that while these adult learners of English managed to learn and adopt the practices of one community of practice, they remained excluded from legitimate membership in other communities of practice.
Published: 2010
Updated: Dec. 14, 2009
18
This article addresses the ideological challenges and opportunities presented by the European Commission’s commitment to the identification of key competencies for education and training. Furthermore, it examines the development of indicators which can be used to monitor and evaluate progress towards these competences across the European Union. The construction of ‘competence’ is an ideological and political act, since it is an indication of a particular understanding of the ‘good life’, which may be different when viewed from within a social justice narrative or a neo-liberal narrative. The notion of ‘meta-competence’ is explored as a means of transcending the binary tension between an economic and a social narrative.
Published: 2008
Updated: Oct. 27, 2008