TEACHERS WORKING KNOWLEDGE AND TRAINING - THE AUSTRALIAN AGENDA FOR REFORM OF TEACHER-EDUCATION

In Australia the policy makers are attempting to define teachers' work ing knowledge in terms of competencies which will form the foundation of award restructuring both for teachers' careers and for their studen ts in industry. In the quest for increased national productivity, gene ric competencies may be mandated in an attempt to improve the quality of teaching. The training element in teacher education is reviewed, an d the tension between the industrial training model and programmes sup portive of the reflective practitioner is delineated. The key issue th at emerges for all parties from this task analysis of the authors' Pos tgraduate Certificate of Education (PGCE) type programme is the need t o reconnect competence and knowledge in foundation studies.