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

摘要

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.