‘The cloak of competence’: Assessment dilemmas in social work education

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Abstract
In the face of administrative and pedagogic changes in professional social work training, educators and trainers face considerable uncertainty. Key dilemmas concern what is meant by competence, and how far it is possible to identify and reconcile technical and ideological competencies. This paper uses empirical material from a semi-participant study to explore the relevance of the concept ‘cloak of competence’, with reference to the behaviour of tutors and practice teachers. It suggests that excessive or continuous uncertainty generates avoidance or coping strategies, which lead to a resolution by the achievement of an appearance of competence. The consequences of these processes for staff development are then briefly considered.