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ERIC Number: ED090164
Record Type: Non-Journal
Publication Date: 1974-Apr
Pages: 53
Abstractor: N/A
Reference Count: N/A
A Theoretical Reformulation of the Concepts of Competence and Performance in Teacher Education.
Dill, Nancy L.
This paper discusses the use of the terms "competence" and "performance" in teacher education. The education literature differentiating between the two concepts is reviewed. The author borrows a number of concepts from the field of linguistics, especially those of Chomsky and his colleagues, to construct a theory with respect to teacher education. Using as an analogy the distinction linguistics make between "competence" and "performance" in language formation, the author defines "teaching performance" as what the teacher actually does; i.e., observable teacher behavior; and "teaching competence" as the underlying, tacit knowledge which a teacher possesses, including knowledge of content, pedagogy, and sociocultural settings. She adds that teaching competence is not a systematic inventory of items but a system of generative processes in the mind of the teacher that he or she is capable of storing and utilizing. The author stresses the need for distinguishing between performance and competence, with the result that observation would be limited to teaching performance, which does not perfectly reflect a teacher's competence. The author notes that reaction to this distinction will depend on the individual's role in teacher education. Use of Bayesian analysis for making predictions about teaching behavior is suggested. (JA)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A