ABSTRACT
This chapter illuminates the potential for broadening the competence approach in an imaginative way, in order to achieve capability through such processes as autonomous learning, encompassing a high degree of student negotiation and individual creativity
It is based on the experience of operating a competence-based teacher training programme at the University of Wolverhampton with a particular focus on teachers in the post-16 education sector. In designing the programme two questions were posed: what are the roles of the teacher in further education, and what does the successful teacher do when fulfilling these roles?
The activities of the programme embody a capability approach and are intended 'to develop thinking practitioners who are concerned to question their teaching, and to relate theory to practice' giving rise to the notion of 'restricted' and 'extended' professionals.
