Decisions, decisions, decisions: The process of ‘getting better at teaching’

Abstract

In the light of the demands made by exit competences on student teachers and those in their first year of teaching, this article examines the influence of decision-makingas a factor in ‘getting better at teaching’. It begins by examining a variety of models which purport to explain the way in which decisions are made, the factors that influence the process and the difficulties facing those who assess competence. Suggestions are made about the relevance of experience, the cyclical nature of development and the tension between rational decision-making and spontaneity. The value of using competence statements to describe the complexities of classroom teaching is challenged and the article concludes by warning that the existence of tightly-bound exit competences has the potential to suppress creativity and enterprising teaching as student teachers settle for compliance rather than operating innovative forms of decision-making. © 1999, Taylor & Francis Group, LLC. All rights reserved.