A Useful Role for Competence Statements in Post-compulsory Teacher Education?

Burchell, Helen

doi:10.1080/0260293950200302

Cited by 10 publications

(14 citation statements)

References 10 publications

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“…(One of us has argued similarly in the context of initial teacher training for lecturers in post-compulsory education (Burchell, 1995)). In his eyes the DfE competence framework does indeed present competences which are general in their formulation, (and indeed there is no attempt to define them in more precise terms than in the example above).…”

Section: Competences and Standards In Primary Ittmentioning

confidence: 96%

Relationship between competence‐based education and student reflection on practice: a UK case study of initial teacher training

Burchell

Westmoreland

1999

Int J Training Development

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The past six years have seen a major change in initial teacher training (ITT) in the UK through the introduction of national competences, later developed as standards, which govern the arrangements for teaching and assessing on all programmes leading to the award of qualified teacher status. This article takes as its focus the value to be placed on a competencebased approach to ITT in the context of a programme which gives emphasis also to reflection on practice. The issues are first explored in a general way, and then examined through a case study of one higher education institution ITT programme.Much has been written concerning differing concepts of competence and their implications for assessment, but less has been said on how to use competence frameworks to aid learning and development. In this article we argue that an understanding of this is critically important for those developing and teaching competence-based programmes. Hodkinson (1992) addresses this very point, suggesting an interactive view of competence in which any occupational role is open to multiple definitions, allowing competence statements to be used in a learning situation as a basis for debate concerning the goals towards which the learners are aspiring. We explore this issue by focusing on the value of a competence-based approach to initial teacher training (ITT) in the context of a programme which gives emphasis also to reflection on practice. To begin with the issues are explored in a general way, and then examined through a case study of one higher education institution ITT programme.Ì Helen Burchell is Principal Lecturer in the Department of Education, University of Hertfordshire and Susan Westmoreland is Senior Lecturer in the same Department.

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Section: Competences and Standards In Primary Ittmentioning

confidence: 96%

Relationship between competence‐based education and student reflection on practice: a UK case study of initial teacher training

Burchell

Westmoreland

1999

Int J Training Development

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“…La polysémie sémantique qui accompagne le concept de compétence dans la documentation scientifique (Caillot, 1994 ;Lenoir, Larose, Biron, Roy et Spallanzani, 1999), et qui trouve son corollaire dans les documents d'orientation et de prescription ministérielles (Jonnaert, 2002 ;Larose, Lenoir, Pearson et Morin, 2005 ;Lenoir, 2002), génère plusieurs perspectives d'articulation entre les savoirs scolaires disciplinaires et les compétences à déve-lopper. Or, selon que l'on s'inscrit dans l'un ou l'autre des modèles de compétence, comme ceux que Burchell (1995), Norris (1991) et Rey (1998) ont identifiés, les démarches d'enseignement-apprentissage varieront.…”

Section: Discussionunclassified

“…Cette situation conduit à privilégier le développement de compétences escientes ou interactives, comme les ont définies Burchell (1995) et Rey (1996. La compétence esciente se distingue de la compétence comportementale (capacité à réaliser une tâche) et de la compétence fonctionnelle (capacité à exercer convenablement un rôle), en ce sens qu'elle renvoie à la capacité de choisir, de mobiliser, de combiner et de modifier des ressources pour répondre à une situation totalement ou partiellement inédite.…”

Section: Discussionunclassified

Des objectifs aux compétences : quelles incidences sur les démarches d’enseignement-apprentissage des manuels scolaires en sciences humaines* ?

Lebrun

2009

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RésuméL’article présente une analyse des démarches d’enseignement-apprentissage proposées dans trois manuels scolaires conçus en fonction du nouveau programme d’études en sciences humaines. Afin de dégager les éléments de rupture et de continuité, les résultats sont mis en relation avec les démarches d’enseignement-apprentissage véhiculées dans les manuels scolaires associés au précédent programme d’études. Les résultats montrent que le passage d’une pédagogie par objectifs à une approche par compétences a généré peu de changements. Les manuels scolaires demeurent porteurs d’un modèle expositif et transmissif, peu propice au développement, chez l’élève, d’un système d’interprétation des réalités et des dynamiques socio-spatiales.

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“…These findings add further corroborative evidence to the reliability of the instrument and also contribute support for its potential for use as a self‐assessment tool. The current focus on competence to meet organizational objectives as the key purpose of educational intervention (DoH 1999a), means that a reliable method by which practitioners' development needs can be identified and measured against performance indicators over time, must now be a logical necessity (Burchell 1995). Proper consideration still needs to be paid to the employers' perspective with regard to educational commissioning and planning, within a framework of locally defined health care needs; this technique, however, might contribute a mechanism of defining and assessing competence that could provide valuable information in this respect.…”

Section: Discussionmentioning

confidence: 99%

“…One alternative may be to focus course evaluation on observable performance outcomes, as a clear means of measuring a change in relevant behaviours, although such a methodology is obviously labour‐intensive and time consuming. Burchell (1995), for example, argues for the use of competence statements as a course evaluation measure. This protocol has clear relevance for courses that are less focused towards epistemology than to applied practice, such as nursing and health care.…”

Section: Introductionmentioning

confidence: 99%

An alternative technique for evaluating the effectiveness of continuing professional development courses for health care professionals: a pilot study with practice nurses

Hicks¹,

Hennessy

2008

Journal of Nursing Management

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An alternative technique for evaluating the effectiveness of continuing professional development courses for health care professionals: a pilot study with practice nurses Background Increasing recognition of the need for continuing professional development (CPD) for health professionals has created an inevitable expansion in course provision. One criterion of a successful course demands that CPD must meet local health service needs, as well as the personal and professional requirements of the participants. At a more general level, a key pedagogical requirement of any educational course is that the content and process must meet the stipulated aims and objectives, and this requires appropriate evaluation procedures. Within health care CPD, very little course evaluation routinely takes place, possibly because the area is relatively new, and secondly because relevant evaluation may be dif®cult to operationalize. Aims The current study reports a small exploratory pilot investigation into the use of a valid and reliable training needs analysis questionnaire as a means of evaluating a nurse practitioner (NP) training scheme for practice nurses (PN). Methods Using a before/after design, the instrument involved the participants in a pre and post course self-assessment on a range of tasks. These assessments were made according to three criteria: how critical each task is considered to be to the effective delivery of the respondent's current PN role; how critical each task is considered to be to the effective delivery of the role of the NP; and how well each task is currently performed. Various comparisons of the ratings provide a considerable amount of information that may be of use to the nurse manager in planning NP programmes. Of particular relevance to the current paper, however, are the comparisons between salience of tasks for the NP role and performance on these, before and after the course. This provides an assessment of the extent to which the course has met educational requirements. Results The present study demonstrated that overall, the course reduced skill de®cits in all but seven of the tasks. Of these, six related to research and audit and the seventh to clinical examination of patients. Conclusion The study is discussed in terms of the implications of the technique for course development and planning to take account of local needs, as well the instrument's reliability and validity, for use in this way.

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A Useful Role for Competence Statements in Post-compulsory Teacher Education?

Cited by 10 publications

References 10 publications

Relationship between competence‐based education and student reflection on practice: a UK case study of initial teacher training

Relationship between competence‐based education and student reflection on practice: a UK case study of initial teacher training

Des objectifs aux compétences : quelles incidences sur les démarches d’enseignement-apprentissage des manuels scolaires en sciences humaines* ?

An alternative technique for evaluating the effectiveness of continuing professional development courses for health care professionals: a pilot study with practice nurses

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