Competence and competency in higher education, simple terms yet with complex meanings: Theoretical and practical issues for university teachers and assessors implementing Competency-Based Education (CBE)

Holmes, Andrew Gary Darwin; Tuin, Marc Polman; Turner, Sophie

doi:10.22521/edupij.2021.103.3

Cited by 16 publications

(14 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In other words, the current study has shown that mentors perceive continuity in the development of student teachers' competences from the TP applied during the second year (TP-I), third year (TP-II), and the final fourth year (TP-III) (see Figure 1). This confirms the position put forwards by various researchers (Domínguez et al, 2021;Gil-Galván et al, 2021;Holmes et al, 2021;López-Gómez, 2016;Tejada & Ruiz, 2016), that competences develop according to a process rather than a result, which involves the curriculum as a whole within a general training framework.…”

Section: Discussionsupporting

confidence: 86%

The Development of Competences in Teaching Practicum: Perspective of School Mentors as Assessors

Rodríguez¹,

Barceló²,

García-Noblejas³

et al. 2022

EDUPIJ

View full text Add to dashboard Cite

Background/purpose -This paper aims to examine school mentors' assessments on the degree of competences developed by preservice (candidate) teachers they supervise during teaching practicum (TP). Materials/methods -A descriptive and cross-sectional study was conducted with a questionnaire applied to 373 school mentors for the evaluation of competences of 989 preservice teachers studying Early Childhood Education or Primary Education degrees at the end of three TP periods conducted in schools located in one region of Spain. Results -From the perspective of school mentors, this study highlights that preservice teachers' competences are progressively developed during periods of TP in teacher education. The results show a more positive assessment of the school mentors about the development of the preservice teachers' personal competences than their professional competences. Conclusion -The main contribution of this study is the innovative approach applied to competence development in the TP, based on school mentors as the assessors.

show abstract

Section: Discussionsupporting

confidence: 86%

The Development of Competences in Teaching Practicum: Perspective of School Mentors as Assessors

Rodríguez¹,

Barceló²,

García-Noblejas³

et al. 2022

EDUPIJ

View full text Add to dashboard Cite

show abstract

“…Part of the difficulty in defining CBE was that there was no consensus on the definition of competency or how to measure competency ( Lurie et al, 2011 ). While the term competency is often used interchangeably with mastery, skill, proficiency, competent, and competence, CBE is more than skill development and demonstrating mastery of the skill ( Gravina, 2017 ; Holmes et al, 2021 ; Ryan et al, 2022 ; Ten Cate, 2017 ). Despite the lack of consensus on a definition, there has been generalized agreement that CBE provides learners with personalized support for their learning needs, meaningful assessments, and measurable objectives so the learner can apply the knowledge, skills, and abilities toward current and future workforce needs ( Bushway et al, 2018 ; Holmes et al, 2021 ; Saud & Chen, 2018 ; Ten Cate, 2017 ).…”

Section: Competency-based Education: An Established and Effective Str...mentioning

confidence: 99%

“…CBE may require more consistent assessments, and a more structured or even master curriculum to decrease the faculty burden of creating standardized assessments that rigorously test competency without implicit or explicit bias ( Gravina, 2017 ; Holmes et al, 2021 ; Hossler & James, 2021 ; Westervelt et al, 2021 ). Faculty in a university setting may struggle to balance these requirements with an expectation of autonomy and academic freedom that is desired with the university setting.…”

Section: The Future Of Nursing and Cbementioning

confidence: 99%

Nursing Education Practice Update 2022: Competency-Based Education in Nursing

Lewis¹,

Rebeschi

Hunt

2022

SAGE Open Nursing

View full text Add to dashboard Cite

Introduction Competency-based education (CBE) is increasingly emphasized in nursing. Professional organizations and regulatory bodies are calling for radical transformation in nursing education along with increased emphasis on developing clinical judgment. Methods This practice update article provides a brief history of CBE in a variety of educational settings including health professions education and demonstrates the value of CBE strategies. The article also provides examples of the application of CBE to nursing education. Conclusion CBE offers the opportunity to enhance interprofessional education, increase the use of simulation, and improve clinical judgment in new graduate and advanced practice nurses.

show abstract

“…Another interesting thing to be discussed is competency-based training. Competency-based training refers to any training that is based on competencies that must be owned by someone regarding their profession (Holmes, Tuin, & Turner, 2021;Moti, Olana, & Bekele, 2022).…”

Section: Introductionmentioning

confidence: 99%

English Teachers’ Perception on the Impact of Pre and in-Service Training

Sari¹,

Rosyidah

Hutagalung³

2022

JORLE

View full text Add to dashboard Cite

Numerous efforts have been undertaken by not only government but also other institutions in order to reach the goal of enhancing teacher professionalism. Pre-service and in-service trainings are the examples. However, there is actually a need to see teacher’s perception towards the effects on joining such trainings and see what issues emerge related to the trainings. This paper attempts to answer all these needs by giving the results of interview with vice principal of curriculum, English teachers, and students of SMKN 3 Malang. This research employs narrative inquiry research. The research uses interview to collect data from the vice principal of curriculum, three English teachers, and students who are taught by the teachers. The results showed that pre-service and in-service training give positive impacts on the professional development of the teachers at SMKN 3 Malang. Issues related to the trainings appear into some forms. Teachers’ unpreparedness in teaching vocational school students due to the lack of trainings about ESP that should have been actually taught more at university. Therefore, it is apparently important for government or universities to provide more pre-service trainings for student-teachers, not only about teaching general English, but also English for special purposes. The researchers also perceive that it is not exaggerating for vocational schools to give more trainings on ESP for the teachers before they are hired. Also, the teachers worry about the correct format of recent curriculum and lesson plan taught on some in-service trainings.

show abstract

Competence and competency in higher education, simple terms yet with complex meanings: Theoretical and practical issues for university teachers and assessors implementing Competency-Based Education (CBE)

Cited by 16 publications

References 0 publications

The Development of Competences in Teaching Practicum: Perspective of School Mentors as Assessors

The Development of Competences in Teaching Practicum: Perspective of School Mentors as Assessors

Nursing Education Practice Update 2022: Competency-Based Education in Nursing

English Teachers’ Perception on the Impact of Pre and in-Service Training

Contact Info

Product

Resources

About