ABSTRACT
The emergence of competencies as a “new” force in education and training is described in this chapter, including the particular interest of government in using competencies as a way of attempting to increase the skills and productivity levels of the workforce. Addressing the case of the teaching profession, a contrast is drawn between earlier notions of competencies as pursued through Competency-Based Teacher Education in the 1960s and 1970s and more complex definitions and understandings now being put forward. Data from Australian case studies are used to describe how competencies can be developed to portray dimensions of teachers' work needing to be addressed in teacher education programs, both preservice and inservice. Also considered is the significant contribution competencies might make to ensuring that all teachers entering the profession have met appropriate criteria for initial and ongoing employment as a teacher. Finally, emphasis is given to the value of using competencies to promote critical discussion of teaching and standards of teaching at all levels of the profession.
