Please enable JavaScript.

Coggle requires JavaScript to display documents.

Teacher competence (Competence (definitions (competence or competency…

- - - - Hamel and Prahalad (1994) define core competences as 'the collective learning in the organisation, especially how to co-ordinate diverse production skills and integrate multiple streams of technologies' (Prahalad and Hamel, 1990:82) HRDI 2005:27
      - the virtue of the core competitive approach is that it 'recognises the complex interaction of people, skills and technologies that drives firm performace and addresses the importance of learning and path dependency i its evolution (Scarborough, 1998: 229 HRDI 2005:27
      - 'core competences' as a key organizational resource that could be exploited to gain competitive advantage HRDI 2005:27
    - - transferable generic ompetences that are requires for most jobs or particular occupations or job roles (Levy-Leboyer, 1996; Stasz 1997 HRDI 2005:28
    - - The behavioural approach: the US tradition
        
        White (1959) has introduced the term competence to describe those personality characteristics associated with superior performance and high motivation.
        Postulating a relationship between cognitive competence and motivational action tendencies, White defined competence as an 'effective interaction (of the indivdual) with the environment' and argued that there is a 'competence motivaton' in addition to competece as 'achieved capacity' HRDI 2005:31
        
        measures of competence were developed as an alternative to using traditional tests of cognitive intelligence because these were held to be poor predictors of job performance
        
        the competence approach starts from the opposite end, observing successful and effective job performers to determine how these individuals differ from less successful performers. Competency thus captures skills and dispositions beyond cognitive ability such as self-awareness, self-regulation and social skills; while some of these may also be found in personality taxonomies, competencies are fundamentally behavioural and, unlike personality and intelligence, may be learned through training and development (McClelland, 1998) HRDI 2005:31
        
        In the US, competency defined in terms of 'underlying characteristics of people' that are 'causally related to effective or superior performance in a job', 'generalizing across situations, and enduring for a reasonably long period of time' (Boyatzis, 1982; Spencer and Spencer, 1993) HRDI 2005:32
        
        For Spencer and Spencer (193), competencies include: motives, traits, self-concepts, attitudes or values, content knowledge, or cognitive or behavioral skills -- any individual characteristic that can be measured or counted reliably and that can be shown to differentiate significantly between superior and average performers, or between effective and ineffective performers (1993:4) HRDI 2005:32
        
        now, many conceptions of competency, even within the predominant behavioural approach, now include knowledge and skills alongside attitudes, behaviours, work habits, abilities and personal characteristics HRDI 2005:33
      - the functional approach: the UK tradition
        
        the emphasis is on functional competence and the ability to demonstrate performance to the standards required of employment in a work context (Knasel and Meed, 1994) HRDI 2005:33
        
        "the ability to perform activities in the jobs within an occupation, to the standards expected in employment" however the definition also included "mastery of skills and understanding" and "aspects of personal effectiveness" (Investors in People 1995:41) HRDI 2005:33
        
        A government review of vocational qualifications in 1996 (Beamont, 1996) expanded the definition of competence as: "the ability to apply knowledge, understanding and skills in performing to the standards required in employment. this includes solving prolems and meeting changing demand"
        
        Cheethman and Chivers (1996, 1998) claimed to develop a holistic model of professional competence, comprising of five sets of inter-connected competences and competencies. Their competence framework comprises five dimensions:
        Cognitive competence, including underpinning theory and concepts, as well as informal tacit knowledge gained experientially. Knowledge (know-that), underpinned by understanding (know-why), is distinguished from competence
        Functional competences (skills or know-how), those things that 'a person who works in a iven occupational area should be able to do...[and] able to demonstrate
        Personal competency (behavioural competencies 'know how to behave') defined as a 'relatively enduring characteristic of a person causally related to effective or superior performance in a job'
        Ethical competencies, defined as 'the possession of appropriate personal and professional values and the ability to make sound judgements based upon these in work-related situations'
        Meta-competencies, concerning with the ability to cope with uncertainty, as well as with learning and reflection HRDI 2005:35
        
        in the UK, too, the concept of competence is being broadened to capture underlying knowledge and behaviours rather than simply functional competences associated with specific occupations HRDI 2005: 36
      - multidimensional and holistic approach: France, Germany and Austria
        
        most definitions of competence fall somewhere between two extremes: competence as a universal attribute, such as literacy, and competence in terms of individual capacity, which is found only in the work context (Klarfeld 2000).
        The French approach is generally more comprehensive (that the UK one) and consists of knowledge, functional competences and behavioural competences HRDI 2005:37
        
        Germany: domain or subject-competence, personal competence, social competence. Domain competence describes the willingness and ability, on the basis of subject-specific knowledge and skills, to carry out tasks and solve problems and to judge the results in a way that is goal-oriented, appropriate, methodological and independent. General cognitive competence -- the ability to think and act in an insightful and problem-solving way, is a prerequisite for developing subject-competence, which therefore includes both cognitive and functional components. Personal competence describes the willingness and ability as an individual personality to understand, analyse and judge the development chances, requirements and limitations in the family, job and public life, to develop one's own skills as wel as to decide on and develop life plans. It includes personal characteristics like independence, critical abilities, self-confidence, reliability, responsibility and awareness of duty, as well as professional and ethical values. Thus it includes both cognitive and social competences. In some instances, self-competence is distinguished, as the ability to act in a morally self-determined human way, including the assertion of a positive self-image and the development of moral judgement. Social competence describes the willingness and ability to experience and shape relationships, to identify and understand benefits and tensions and to interact with others in a rational and conscientious way, including the development of social responsibility and solidarity. Thus it includes both functional and social competences. A balance o subject, personal and social competence is the prerequisite for 'method and learning competence'. Method competence is an extensions of Sachkompetenz and Fachkompetenz. 2005:38
        
        cognitive, social and personal competences. Cognitive competence is defined as knowledge, skills and abilities that may be used in the specific occupation as well as transversally, and skills and abilities for mastering tasks and developing appropriate problem-solving strategies. Social competence is largely concerned with dealing with others and is defined as the ability and willingness to cooperate, to interact with others responsiby and to behave in a group and relationally oriented way. Personal competence comprises key qualifications for dealing with oneself and is defined in terms of ability and willingness to develop personally, as well as to develop skills, motivation and attitudes to work and to the wider world (Austria) 2005:38
  - - - an individual (or a collective) may possess a range of competencies that are not qualifications, that is, that are not required by the task(-s) at hand or prescribed by, for example, the employer. Conversely, a certain job may require qualifications that do not corresponde to the actual competencies of the individual. Thus the concept of qualifications focuses on competencies that for one reason or another are valued by an internal or extermal labour market, that is, competencies that have an exchange value H&K 2008:6
    - - given the view that competence is an attribute of an individual, a distinction can be made between forma and actual
      - formal competence -- measured, or example, in terms of the years of schooling completed or by the credentials received by an indiviual
      - actual competence -- i.e. as defined above: the capacity of an individual to successfully handle a certain situation or to perform a certain task. Although actual competence differs by definition from formal competence and it is, indeed, often the case that one possesses formal competence without actual competence and vice versa, measures of formal competence are often used as an indicator of actual competence (Warhurst & Thompson 2007) H&K 2008:6