Participants' Experience of a Competence-based Professional Development Programme: a case study

This paper explores aspects of the experience of lecturers on an in-service teacher training programme at the University of Wolverhampton. The progress of a group of 12 students was tracked from September 1993 to June 1995. Their experience was investigated to gain some insight into how learners approach and progress through a competence-based programme. A number of factors considered significant in promoting achievement in a competence-based programme were identified. These are considered in the light of relevant literature