Helping teachers to develop competence criteria for evaluating their professional development

The paper presents evidence from three recent/ongoing projects in Sri Lanka and South Africa supported by the University of Exeter School of Education , the aim of each project being to enhance the capacity of teachers or trai ners to evaluate their performance through the development of criteria of e ffectiveness or competence. Models of sustainable teacher development based on empowerment and collaborative engagement are reviewed and form the rati onale for a process by which competence criteria were developed in each pro ject by the participants themselves. Examples of the specific stages in the process and the outcomes from each project ape presented and discussed. (C ) 2001 Elsevier Science Ltd. All rights reserved.