Teacher competence, everyday teaching practice and professionalization

Abstract

Abstract In this article three questions regarding teaching and teacher education are addressed. The first question deals with the identification of elements of competent teaching. Relevant elements of competent teaching are described in terms of a teacher's knowledge base, the development and use of practical theories and the idea that teachers should also be ‘researchers’. The opinion is held that being a competent teacher is based not on one perspective or paradigm, but on a ‘grand strategy’ or integration of perspectives or paradigms. The second question deals with some characteristics of the everyday teaching practice. First of all, teaching seems to be a profession under pressure. In addition, teaching in reality is considered to be a complex and holistic activity. It consists of three phases (planning, execution and reflection) which usually coincide in reality. Teaching, therefore, is to a large extent a matter of routine. The third question deals with the professionalization of teachers. To answe...