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Competence or Standards Based teacher education and training has been a feature of initial teacher assessment in all the nation states of the UK for at least fifteen years, and now underpins career-long professional development. This chapter analyses the assumptions implicit in such assessment regimes, explores the criticisms and considers the advantages of the different approaches to teacher standards in the different nations of the UK. The Design and Technology Association (DATA) uniquely among subject associations constructed subject-specific competences at the initial teacher education level to which all teacher education institutions in England subscribe. This gives a framework for student-teachers to analyse how they are progressing to meet what is considered fundamental professional knowledge for all technology teachers and what is specific to certain specialist teachers within the rather broad curriculum area that constitutes technology.
|Item Type:||Book Chapter|
|Copyright Holders:||2009 Sense Publishers|
|Academic Unit/Department:||Education and Language Studies > Education|
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Frank Banks|
|Date Deposited:||15 Oct 2009 09:28|
|Last Modified:||26 Oct 2012 22:01|
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