Competencies development in early teacher training: risks and challenges

Educational systems have been increasingly incorporating the curricular model based on the development of professional competencies; this is even more evident at the level of initial teacher training studies. However, some centres have implemented this orientation in a rather non-criticalyl, without analysing the benefits and/or limitations such proposal involves. Thus, the purpose of this article is to reflect uponthe strengths and weaknesses that incorporating this model could bring about and the possible social risks that the adoption of such model could generate in the teaching institutions and, hence, in future professionals.