A competency-based model of teacher education is considered an initiative in teacher
education that is widely discussed. After the 70s this model became highly
influential in teacher education as departments and training institutions
transformed their teacher education programs into competency-based teacher
education. At present, money and resources are invested in this model of
teacher education and teachers are trained in this manner. Although, decades
have gone by practicing competency-based teacher education it has made little space in the British teacher education programs. However, in America, the
demand for public accountability due to the economic problems in the near past
opened the doors to justify public expenditure on teacher education in order to
demonstrate the competencies of trainee teachers.
The competency-based model of teacher education emphasizes performance publicly against a shared set of criteria.
The competency-based model of teacher education emphasizes performance publicly against a shared set of criteria.
Behavioral philosophies trigger a competency-based model of
teacher education where a teacher’s role is visible revealing competencies
under specific objectives. The trainee teachers are supposed to be accountable
for showing observable performance objectives in an unspecified time period for
acquisition. The flexibility in time span is provided through personalized
teaching and learning on the basis of learning portfolios. Competencies are acquired through learning portfolios which include
explicitly defined competencies and their rational, behavioral objectives, pre-tests
of proficiency, concepts to develop understanding, questions to be answered,
required learning activities, and explanations of the evaluation procedures.
Defining a teacher’s role in a competency-based model of teacher education is some
sort of difficulty.
Generally, it is thought to contain three components namely
knowledge, technique, and style. Knowledge comprises subject matter and
education theory, techniques implies mastery and application of teaching skills
and style refers to attitudes and traits. A teacher is competent in
demonstrating a combination of all three components to produce
meaningful results. The categories of competencies are organized as; cognitive
involves knowledge, intellectual abilities, and capacities to demonstrate,
performance comprise strategies, technical and vocational skills to be applied,
consequence involve the performance of students taught by the trainee teachers, effective
requires attitudes and values to be demonstrated while exploratory refers an experience or activity in which the
trainee teacher is to participate. Regarding
the role, some related clusters of competencies are in combination to form a
function, and a set of functions getting combined form a role.
Thus, in the competency-based model of teacher education, the role of the teacher includes
the functions of planning, instructing, and evaluating. Each function comprises
a number of competencies. Competencies provide a base in different ways to
design a program and the selection procedures control the form and content
of the program. One proposal presents four basic procedures; role analysis
which refers to observing what teachers actually do. The second procedure is named theoretical model
analysis which assumes certain teacher behaviors. The third procedure is needed assessment which considers what teachers ought to do to meet their students'
needs and the fourth procedure is termed course translation which considers what
teachers should do during the transition from traditional teacher training to
competency-based teacher education.
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