The strengths and weaknesses of competency based education and its translation into teacher education has been debated in Australia as elsewhere. There are those within teacher education who advocate for the profession to work with the competency agenda in order to exert some direction over it. With this in mind, the School of Human Movement Studies at The University of Queensland chose to develop a set of competencies or criteria by which their teacher education students' practicum performances could be judged. This paper reports on literature and processes that shaped the development of the criteria matrix and the stakeholders' responses to its use. We argue that the matrix represents a helpful teaching/learning instrument rather than a manifestation of instrumentalism.
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