Do Professions Represent Competence for Entry-to-Practice in Similar Ways? An Exploration of Competence Frameworks through Document Analysis

Autor/in	Rich, Jessica V.
Titel	Do Professions Represent Competence for Entry-to-Practice in Similar Ways? An Exploration of Competence Frameworks through Document Analysis
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 13 (2019) 3, Artikel 5 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	Quality Assurance; Foreign Countries; Occupational Mobility; Comparative Analysis; Competence; Employment Qualifications; Medicine; Nursing; Occupational Therapy; Pharmacy; Psychology; Social Work; Teaching (Occupation); Engineering; Lawyers; Content Analysis; Job Skills; Intellectual Disciplines; Knowledge Level; Ethics; Values; Professionalism; Professional Education; Guidelines; Canada + Suchen Sie Ihr Suchwort? Qualitätssicherung; Ausland; Berufliche Mobilität; Kompetenz; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Medizin; Krankenpflege; Beschäftigungstherapie; Apotheke; Psychologie; Soziale Arbeit; Teaching; Lehrberuf; Maschinenbau; Lawyer; Rechtsanwalt; Inhaltsanalyse; Produktive Fertigkeit; Geisteswissenschaften; Wissensbasis; Ethik; Wertbegriff; Professionalität; Berufsausbildung; Richtlinien; Kanada
Abstract	Professional accrediting and regulating bodies are increasingly trying to delineate the knowledge and skills needed for entry-to-practice for quality assurance and international labor mobility. The purpose of this study was to compare how professions describe and represent competence. Current, publicly accessible Canadian entry-to-practice competence frameworks for ten professions (Medicine, Nursing, Occupational Therapy, Pharmacy, Psychology, Social Work, Teaching, Engineering, Law, and Planning) were analyzed through content and inductive thematic analysis. Findings revealed that although professions describe similar core competencies across technical and intrinsic domains, systematic differences exist in the architectures of the frameworks. Professions with 'meta-competencies' describe competence as being more integrated/holistic. Whereas professions without meta-competencies describe competence as either behavioral-/performance-like lists of 'attributes' or groups of knowledge, skills, and ethical/professional values. How competence is represented within frameworks has implications for how professional education programs conceptualize competence and subsequently design and enact curricula, teaching and learning opportunities, and systems of assessment. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01