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

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.

Keywords:

• initial teacher education
• competences
• standards
• critical pedagogy

Acknowledgements

With thanks to my colleague Anna Llewellyn, lecturer in mathematics in education at Durham University School of Education, with whom I have enjoyed several stimulating and illuminating conversations around the theme.

Notes

A version of this paper was given at the ECER Conference, University of Vienna, in September 2009.