Educating for competence in professional practice |
| |
Authors: | Gloria Dall'alba Jörgen Sandberg |
| |
Institution: | (1) Department for Research and Development in Medical Education, Karolinska Institute, Sweden;(2) Department of Management and Organisation, Stockholm School of Economics, Sweden;(3) Karolinska Institute, MIP, S-171 77 Stockholm, Sweden |
| |
Abstract: | In educating for the professions, teachers seek to enable students to engage in professional practice as competent practitioners. In this paper we question the adequacy of traditional approaches for promoting competent practice. These traditional approaches typically view competence in terms of attributes, such as knowledge, skills and attitudes. Competence development is then seen in terms of acquiring the necessary attributes. From an alternative view of competence as based on ways of experiencing practice, we argue that competence development focus on enriching experience of practice. More specifically, we point out that competence development involves change in the structure of the meaning for practice. Change in meaning structure for practice involves both a significant shift from one way of experiencing practice to another, as well as refinement and elaboration of the way of experiencing practice. Implications of this view of competence development for professional education are discussed. In particular, we deal with implications relating to the teaching-learning relation and the form the educational programme takes. In summay, we argue that enabling students to develop competence through experience of engaging in practice is most closely directed to the aims of education for the professions. |
| |
Keywords: | competence competence development professional knowledge practical knowledge professional education teaching for professions practice professional practice |
本文献已被 SpringerLink 等数据库收录! |
|