This paper will argue that by considering in detail the Scottish Standard for Initial Teacher Education [SITE] (Quality Assurance Agency [QAA], 2000), the foundation document of the teaching profession in Scotland, a model exists that synthesises the positions of those involved in education who support a “technical-rational” position and others who support a “values” discourse. The paper will consider how the authors of SITE were affected by the contextual factors of policy and epistemology. Literary methods of reading will be used to show that SITE defines professional knowledge as being dynamic, intellectual, personal, developmental, research-informed and achieved in synthesis and it will be argued that the success of this definition lies in the breadth of these categories rather than in the enumeration of unwieldy lists of competences.
Defining and Interpreting Professional Knowledge in an Age of Performativity: a Scottish Case-Study.
Australian Journal of Teacher Education, 32(4).