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ArticleCompetence‐based Teacher Education: approaches and issues

Geoff Whitty1991

Article1991

Competence‐based Teacher Education: approaches and issues

Geoff Whitty · Elizabeth Willmott

107 citations·0/0 files stored·Cambridge Journal of Education

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Teacher Education and Leadership Studies Education Methods and Technologies Teacher Education and Assessments

Abstract

(1991). Competence‐based Teacher Education: approaches and issues. Cambridge Journal of Education: Vol. 21, No. 3, pp. 309-318.

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References

2021The educational researcher 2003Outcomes: Nvqs And The Emerging Model Of Education And Training 2005Competency Based Education And Training 1977Competency Based Education: A Bandwagon in Search of a Definition

Cited by

1993Education, Competence and the Control of Expertise 1996The Reflective Practitioner: Mantra or a Model For Emancipation?2018Competence in educational theory and practice: a critical discussion 2002SPEEL : Study of Pedagogical Effectiveness in Early Learning 2002New standards and assessments? Curriculum transformation in teacher education 1999Standards and Professional Practice: The TTA and Initial Teacher Training 1994Teacher Education and Teacher Professionalism in England: some emerging issues 1993Professional Development and Competence‐based Education

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2014Professional standards, competence and capabilityarticle · 2 shared references 2003Competency‐Based Education and Assessment for the Accounting Profession: A Critical Review*article · 2 shared references 2002Nothing Serious? Candidates’ Use of Humour in Management Trainingarticle · 2 shared references 1992Alternative Models of Competence in Vocational Education and Trainingarticle · 2 shared references 1992Being competent and having ‘competencies’article · 2 shared references 1993Professional Development and Competence‐based Educationarticle · 2 shared references

Details

Year1991

Typearticle

Published1991-01-01

VenueCambridge Journal of Education

ISSN-L0305-764X

Languageen

Citations107

Files0 public / 0

ShelfTeacher Education and Leadership Studies

Identifiers

doi10.1080/0305764910210305

openalex_workW2053093337

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