The Department of Education's Norms and Standards for Educators (Department ofEducation 2000) require that higher education institutions design and implementoutcomes-based teacher education programmes to enable novice teachers to demonstrate their competence across a range of teacher roles. In this article the question of whether outcomes-based programmes can produce competent teachers is explored. This is done firstly by taking a closer look at competence and competence-based education, the role of standards and the four types of competences as defined in the Norms and Standards for Educators. Thereafter we discuss outcomes and outcomes-based education. The article also points out the necessity of distinguishing between competences for beginning and pre-serviceteachers on the one hand and experienced teachers on the other.
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