Competence-based teacher education: A change from Didaktik to Curriculum culture?

This paper explores the substance of competence-driven changes in teacher education curricula by testing the possibility of using a framework distinguishing between the German pedagogical culture of Didaktik and the Anglo-Saxon Curriculum culture to describe the substance of these changes. Data abou...

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Bibliographic Details
Published in:Journal of curriculum studies 2012-01, Vol.44 (1), p.61-87
Main Authors: Pantic, Natasa, Wubbels, Theo
Format: Article
Language:English
Subjects:
Bildung
Change Strategies
Child Rearing
Classification
Comparative Education
Competence
Competency Based Teacher Education
Cross Cultural Studies
Culture
Curriculum
Curriculum development
Didaktik
Educational Change
Educational Development
Educational Practices
Foreign Countries
Interviews
Knowledge Base for Teaching
Kompetenz
Lehrerbildung
Mentors
Pedagogical Content Knowledge
Pedagogy
Perceptions
Qualitative Research
Serbia
Student Teacher Attitudes
Student Teachers
Teacher Attitudes
Teacher Competencies
Teacher education
Teacher Education Curriculum
Teacher Educators
Teacher Evaluation
Values
Veränderung
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Summary:This paper explores the substance of competence-driven changes in teacher education curricula by testing the possibility of using a framework distinguishing between the German pedagogical culture of Didaktik and the Anglo-Saxon Curriculum culture to describe the substance of these changes. Data about the perceptions of competence-driven changes in teacher education curricula has been collected in 30 in-depth interviews with teacher educators, student teachers, and their school mentors in Serbia, and analysed with the help of qualitative data processing software. The coding procedures involved classification of utterances into five groups relating to the perceptions of (1) teacher evaluation, (2) teacher competence in subject matter, pedagogy, and curriculum, (3) understanding of the education system and contribution to its development, (4) teacher competences in dealing with values and child-rearing, and (5) changes in teacher education curricula related to these groups of competence. The perceptions in each group of utterances were interpreted in terms of their alliance with Didaktik or Curriculum cultures. The findings indicate that the framework cannot be used as a continuum since the utterances aligned with the two cultures co-exist in the individual responses, but could be useful as a reflection tool in teacher education curricula.
ISSN:0022-0272
1366-5839
1366-5839
DOI:10.1080/00220272.2011.620633