This study is located within the context of the English education system but seeks to examine parallels with pan – European approaches to teacher education. The paper resides in the work of two universities in the North-West of England, both of which is involved in initial and post graduate teacher education. The aim of the study is to capture the perceptions of two groups of students in each University, drawn equally from prospective and serving teachers. The focus of the research derives from a suggested polarization of approach in the nature and practice of teacher education. Erixon-Arreman (2005) charts this continuum, describing the political differences between approaches that aim to make teacher education a research-based field, and approaches that aim to raise the professionalism of teacher education by government-led measures . The research does not seek to challenge these political differences; rather it seeks to investigate the congruence or otherwise in the perceptions of the respondents, between government designed competencies, and a broader definition of competence developed through experientially moderated practice. It is suggested that these perceptions might over-ride the suggested continuum, in that competence measured through defined standards in initial teacher training becomes subsumed by a competency in the experienced practitioner that more closely resembles ‘the ability of a person to fulfill a role effectively’ (Hager & Butler, 1996: 369); that is, as Erixon–Arreman, 2005) suggests, a move from the instrumental approach espoused by the UK Government to the more research based model that holds sway in much of the rest of Europe. We would also argue that it is difficult to encompass the entire range of demands that make up the complicated role described by Hager and Butler (ibid) and to enshrine them in a narrow set of competencies or ‘Standards.’ It is suggested that the perceptions of respondents, even at the initial teacher training stage, reflect an internal dichotomy, embracing teacher training as required by the competence led modality, but also demonstrating an increasing acceptance and awareness of the broader aspects implicit in teacher education. As King (2004) asserts, it can be suggested that teacher education ‘implies added critical reflection, the ability to use research to improve practice and a desire to link practice with theory’ (2004:197). The imminent introduction of a Masters in Teaching and Learning in England, which is seen as likely to embody the standards agenda, suggests an alternative perspective.

Student perceptions of competence will be analysed using a phenomenographic approach (Marton and Booth, 1997). Forty students from a variety of undergraduate and postgraduate study disciplines, across two Universities, will be interviewed about their perceptions of teaching competence. The unit of analysis will be the way in which respondents conceptualise teaching ‘competence,’ allowing a focus on qualitative variation in perceptions. The different meanings that students assign to competence will be used to form categories of description (Akerlind, 2005, Ashwin, 2005). The aim is to offer a hierarchy of empirically grounded and logically consistent categories of description of the ways in which students define competence (termed the ‘outcome space’) The outcome space for each institution can be compared to ascertain both areas of commonality, and of variability, in order to establish internal institutional points for reflection, and to extrapolate from this analysis those recommendations that might be generalisable across institutions.

This study concludes by suggesting that there is a need to debate a common understanding of what is entailed in defining teaching competence, and for examining how this matches current expectations in teacher training. A tentative hypothesis, drawn from the outcome space, suggests a perception of competency that emerges in initial training but develops prior to post graduate study. This development, it can be suggested, reflects a movement along the continuum described above, from a narrow competence led view, to a more research based delineation. Through further analysis, it is anticipated that a number of recommendations and suggestions can be made regarding the implicit and explicit messages that are given to teachers embarking on initial, or continuing, professional training and education. In addition, it is anticipated that this study will examine the corporate and personal aims of stakeholders involved in initial and continuing teacher education in the U.K.