Can Competence Profiling Work for Effective Teacher Preparation? Part I: general issues

Abstract Abstract The British government's intention to require the use of teaching competence specifications in initial teacher education makes it important to examine both the pitfalls and potential of such a practice. The present paper examines general aspects of recent controversy regarding competence profiling, arguing that the behaviourism underlying traditional competence‐based teacher education (CBTE) should be rejected, along with its view of competence as prescribed behaviour practice. However, I also suggest that certain confusions amongst critics of CBTE can be traced to a similar set of dualist common‐sense assumptions. A preferable replacement for these is to be found in modem work on skilled expertise, which is compatible with the traditional meaning of competence as capacity to achieve purpose and with reflective teacher education. A later, linked paper develops and illustrates implications for teaching competence profiling.