ABSTRACT
This chapter establishes a set of values-based standards for work. The introduction of the competence based teaching, learning and assessment model was achieved through Department for Education (DfE), circulars 9/92 and 14/93 which list the competencies expected of newly qualified secondary and primary school teachers respectively. Higher Education Institution (HEI)s, schools and students are to focus on these statements of competence throughout the whole period of initial training. It considers the implications of such standards for the way people tackle two issues affecting initial teacher education (ITE) and special educational needs (SEN) – student teachers' perceptions of their role and the introduction of a competence based teaching, learning and assessment model. People responsible for leading those HEIs which provide both ITE and continuing professional development (CPD) courses in education frequently use words like permeation' and partnership to indicate commitment to ideals such as inclusion and cooperation.
