Becoming competent:

The idea that teacher education should develop teachers ’ abilities to teach competently isn’t controversial. It is also generally agreed that in order to do this, a teacher’s education should include the development of their knowledge of teaching and of subject content, and work to hone their teaching skills. This education would, traditionally, include time in the “academy ” (primarily developing knowledge and understanding), and in schools and classrooms (where the ability to teach and reflect is practised). New South African teacher education policy reflects this understanding. But, as the ensuing policy debate reflects, this consensus is underpinned by critical differences as regards: The meaning of “competence”. This is played in debates between those who advocate an holistic integration of theory and practice and those who focus more strongly on technical skilling. The relative weighting that should be given to theoretical education (thus time in the academy) and practical skilling (thus time in schools). This is often played ou