Issues in competence and pre-service teacher education. Part 1. Can outcomes-based programmes produce competent teachers?
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Date
Authors
Fraser, William John
Killen, Roy
Nieman, M.M.
Journal Title
Journal ISSN
Volume Title
Publisher
Unisa Press
Abstract
The Department of Education's Norms and Standards for Educators (Department of
Education 2000) require that higher education institutions design and implement
outcomes-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-service
teachers on the one hand and experienced teachers on the other.
Description
Keywords
Pre-service teacher education, Teacher competence, Outcomes-based programmes, Norms for teachers, Teacher standards, Educator standards, Norms for educators, Educator competence
Sustainable Development Goals
Citation
Fraser, WJ, Killen, R & Nieman, MM 2005, 'Issues in competence and pre-service teacher education. Part 1. Can outcomes-based programmes produce competent teachers?', South African Journal of Higher Education, vol. 19, no. 2, pp. 229-245, [http://www.unisa.ac.za/default.asp?Cmd=ViewContent&ContentID=20128]