It is currently proposed that National Vocational Qualifications (NVQs) should be developed to replace existing teacher education qualifications. NVQs are based on profiles of ‘competent’ practice drawn from behavioural analyses of job roles. This paper argues that, while they may help to generate outcomes‐based criteria for assessment and accreditation, profiles of this sort provide static and partial models of teaching. On their own they therefore offer an inadequate basis for the development and accreditation of professional practice in teaching. An alternative qualification model is offered which combines core professional criteria and reflective practice in an attempt to move beyond the limitations of competence‐based qualifications. © Taylor & Francis Group, LLC.
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