Competence in Educational Theory and Practice: A Critical Discussion

Autor/in	Glaesser, Judith
Titel	Competence in Educational Theory and Practice: A Critical Discussion
Quelle	In: Oxford Review of Education, 45 (2019) 1, S.70-85 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Glaesser, Judith)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2018.1493987
Schlagwörter	Competence; Educational Theories; Educational Practices; Theory Practice Relationship; Educational Research; Educational Policy; Second Language Learning; Foreign Countries; Standards; Accountability; Achievement Tests; International Assessment; Secondary School Students; Germany; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Kompetenz; Educational theory; Theory of education; Bildungstheorie; Bildungspraxis; Theorie-Praxis-Beziehung; Bildungsforschung; Pädagogische Forschung; Politics of education; Bildungspolitik; Zweitsprachenerwerb; Ausland; Standard; Verantwortung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Deutschland
Abstract	This paper first provides a brief overview of the history and current usage of the concept of competence in academic research, and then undertakes a critical discussion of how the term is currently used in educational policy. The running example used throughout the paper is competence in foreign language learning. The PISA study is discussed to demonstrate how the concept of competence has come to prominence in the international discourse on education in recent years. Following this, particular attention is given to the situation in Germany where there has been a shift towards competence as an aim of teaching in recent years, coupled with an increased focus on standards and accountability. The relationship between competence and standards is examined critically, since some authors appear to use the two interchangeably whether or not this is justified. Finally, the Common European Framework for Languages (CEFR) and a German curriculum document are examined critically with regard to their use of the concept of competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01