The overall aim of this study has been to define teacher competence and its different components in relation to new demands on professionalism in today's schools. Teacher competence is a frequently used concept that is seldom defined in any clear-cut way. It has also proved difficult to judge using psychological tests, teachers' own descriptions of their teaching methods and observations of teachers at work in the classroom. What this concept implies will naturally change depending on how the functions and content of schooling develops. New demands are constantly being made on professionalism in today's schools. The role of the teacher has developed considerably, from being a transmitter of knowledge to encompassing all aspects of the individual student's learning and development. Focus is no longer limited to students' knowledge and skills, but today also incorporates the overriding aims of the national curriculum, which is often related to students' personal development.Developing teachers' personal and professional competences requires, among other things, exploration and construction, awareness and the ability to connect personal and social change through reflexive processes. Authenticity in teachers' lives and work has been related to meaningful contexts, realistic intentions, feelings of genuine respect and motivations towards life-long learning. If authenticity is understood as a goal in itself, can the "competences" of authentic teachers be considered both as a means (through positive inter-relations) as well as a goal in itself (individual self-fulfilment)? Teachers' personal and professional competences, when discussed in relation to the concept of authenticity, may give us a clearer understanding of the kinds of practices and pedagogical encounters that enhance (or perhaps even limit) such development.Professional teacher development is an important field for national and international research. One assumption has been that professional competence develops through reflective practice, another that teacher education needs to adapt to the changing demands of society. This project has focussed on how different groups within teacher education and in schools relate to the concept of teacher competence. To this end, interviews, questionnaires and different kinds of measurements have been used. The two main research questions have been: How do teacher trainers, student teachers, school leaders, teachers and students (at the secondary level) describe/define teacher competence? How (through aims, content and implementation) are courses in teacher education directed towards the development of personal and professional competence? Results from this study should be able to contribute to the theoretical development of what it means to be a teacher and, in practical terms, lead to direct improvements within teacher education.