Competency as Outcome and Process through Transformative Learning Experiences

Autor/inn/en	Peterson, Lance T.; Lundquist, Melissa
Titel	Competency as Outcome and Process through Transformative Learning Experiences
Quelle	In: Journal of Teaching in Social Work, 41 (2021) 4, S.373-388 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2021.1946234
Schlagwörter	Competency Based Education; Transformative Learning; Learning Experience; Teaching Methods; Role Playing; Graduate Students; Photography; Participatory Research; Undergraduate Students; Social Work; Professional Education; Experiential Learning; Constructivism (Learning) + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Pädagogische Transformation; Lernerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Rollenspiel; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fotografie; Forschungstätigkeit; Soziale Arbeit; Berufsausbildung; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	Competency-based education has become a defining characteristic of higher social work education. This movement provides ample opportunity for students to have transformative learning experiences that will prepare them for professional practice. Yet, scholarly work on competency-based education runs the risk of overlooking the important developmental processes associated with competency attainment. We propose conceptualizing competency as both process and outcome to fully realize the potential of transformative learning in competency-based education. To this end, we offer two teaching case examples. The first describes a recorded role-play assignment for promoting clinical judgment and skill in a master's level practice course. The second describes an assignment that uses photovoice to deepen undergraduate students' understandings of macrolevel practice. These approaches present possibilities for teaching strategies that support transformational learning by attending to processes as well as outcomes that will lead to competence in social work education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01