Educating for competency and reflective practice_ fostering a conjoint approach in education and training
S. Hackett. Journal of Workplace Learning, 13 (3):
103-112(2001)
Abstract
Looks initially at the theoretical foundations of both
competency-based training (CBT) and reflective practice,
then at current approaches to CBT and reflective practice.
The compatibility of these two in educational practice,
and the extent to which they might be combined in an
educational or training context is discussed. CBT and
reflective practice are not regarded as having a mutual
equivalence in adult education and training. Rather, it is
argued that they constitute two approaches within this
educational field which function at different levels of
teaching and learning and, as such, there exists at least
the potential for them to be designed and developed so
as to be complementary.
%0 Journal Article
%1 Hackett_2001
%A Hackett, Stephen
%D 2001
%J Journal of Workplace Learning
%K theory workplace_learning
%N 3
%P 103-112
%T Educating for competency and reflective practice_ fostering a conjoint approach in education and training
%V 13
%X Looks initially at the theoretical foundations of both
competency-based training (CBT) and reflective practice,
then at current approaches to CBT and reflective practice.
The compatibility of these two in educational practice,
and the extent to which they might be combined in an
educational or training context is discussed. CBT and
reflective practice are not regarded as having a mutual
equivalence in adult education and training. Rather, it is
argued that they constitute two approaches within this
educational field which function at different levels of
teaching and learning and, as such, there exists at least
the potential for them to be designed and developed so
as to be complementary.
@article{Hackett_2001,
abstract = {Looks initially at the theoretical foundations of both
competency-based training (CBT) and reflective practice,
then at current approaches to CBT and reflective practice.
The compatibility of these two in educational practice,
and the extent to which they might be combined in an
educational or training context is discussed. CBT and
reflective practice are not regarded as having a mutual
equivalence in adult education and training. Rather, it is
argued that they constitute two approaches within this
educational field which function at different levels of
teaching and learning and, as such, there exists at least
the potential for them to be designed and developed so
as to be complementary.
},
added-at = {2008-03-17T13:27:18.000+0100},
author = {Hackett, Stephen},
biburl = {https://www.bibsonomy.org/bibtex/27b2c579f6cca89b4df0fedda4e73f1d4/tobold},
interhash = {60f046c901d1023074eaf5d3c90c43e1},
intrahash = {7b2c579f6cca89b4df0fedda4e73f1d4},
journal = {Journal of Workplace Learning},
keywords = {theory workplace_learning},
number = 3,
pages = {103-112},
timestamp = {2008-03-17T13:27:31.000+0100},
title = {Educating for competency and reflective practice_ fostering a conjoint approach in education and training},
volume = 13,
year = 2001
}