Handlungskompetent durch Reflexion im Lerntagebuch: Fünf Thesen.

Autor/in	Berthold, Kirsten
Titel	Handlungskompetent durch Reflexion im Lerntagebuch: Fünf Thesen.
Quelle	In: Bildung und Erziehung, 59 (2006) 2, S. 205-214Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	deutsch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0006-2456; 2194-3834
Schlagwörter	Tagebuch; Handlungskompetenz; Selbstreflexion; Lernen; Lernprozess; Lernmethode; Beruf
Abstract	High demands on knowledge and competence action in professional life require instructional methods that support learning and foster the development of professional competence. However, not only the competencies themselves but also a metacompetence (knowledge about oneself and its competencies as a knower, learner, and agent) should be enhanced in instructional approaches. The enhancement of metacompetence can be accomplished by the continuous application of reflexive activities. Therefore, the method of the learning diaries offers an appropriate framework. By reflection on the basis of concrete learning and action situations, an increased awareness of the own competencies can be fostered. Thereby, knowledge on the own competencies (metacompetence) is fostered and differentiated. Metacompetence should be fostered as a goal dimension on its own as well as for the sake of further development of single competencies. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2007/2