A Useful Role for Competence Statements in Post-compulsory Teacher Education?

Abstract

This article argues for an interactive model of competence (Hodkinson, 1992) as a basis for the development and use of competence statements in the context of an initial qualification for lecturers in post-compulsory education and training (PCET). It does this by contrasting competences framed in relatively general terms as used by the author in such a context with those standards established by the Training and Development Lead Body which are increasingly influencing such programmes. It concludes that tutors in such programmes should seek to explore the potential for developing competence statements which, while relating to the occupational role, do not attempt to prescribe its features in precise terms, but rather give space for a dialogue between tutor and learners as to how it is best to interpret the many facets of the lecturer role.