n Educare - Let's revisit competence-based teacher education

Volume 30, Issue 1
  • ISSN : 0256-8829



It is said that a competence-based teacher training (education) model is based upon the outcomes-based philosophy and that teacher education has to be outcomes-based to meet the demands of the profession. However, the teaching and training policies of many teacher training institutions still vest within the positivist or naturalist paradigm of thinking, arguing the fact that the professional training (education) of teachers requires teaching and assessment models in support of the tasks and functions of such practitioners. This article exposes and describes competence in terms of its behavioural foundations and functional tasks. It qualifies the necessity of authentic and performance-based teacher education, and calls for the design and development of teacher education learning programmes by which means the teaching competences and skills can be achieved. Competence-based education (CBE) relies heavily upon the qualification and quantification of performance. It is within the definition of CBE that the author validates existing educational (training) and evidence gathering strategies and related assessment practices that are linked to teaching and teacher education. The concepts "instructional and assessment gaps" will be raised, illustrating a decline in both teaching and assessment reliability when teaching and assessment requirements are not met.

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