Learner Autonomy in Competence‐based Post‐compulsory Teacher Education

ABSTRACT

This article seeks to explore the role of learner autonomy in schemes using two models of competence: one is based in higher education and uses more generally framed competences: the other uses the NCVQ model. It discusses why autonomy is an important factor to consider and, through examining the key features of both the types of schemes, assesses the degree and nature of autonomy which is possible in the different programmes. Four conditions for the development of student autonomy are identified: Supportive Learning Environment, Regular Feedback to Learners, Emphasis on Holistic Learning and Active Engagement in the Learning Process. Through these, an attempt is made to suggest how autonomy may be maximised in the illustrative schemes to enhance both individual professional development and institutional responsiveness to change.