COMPETENCY-BASED EDUCATION: THEORY AND PRACTICE

2021 ◽  
Author(s):  
Tacettin Açıkgöz ◽  
Mustafa Cem Babadoğan
Keyword(s):  
Mixed Methods Research ◽  
Traditional Education ◽  
Theory And Practice ◽  
Formative Assessments ◽  
Competency Based Education ◽  
Education Theory ◽  
History Of ◽  
Competency Based ◽  
Convergent Design ◽  
Structured Questionnaire

This study aimed to reach a pro on Competency-Based Education (CBE) through the opinions of Educational Sciences experts and to review the literature on CBE. In this study, convergent design, one of the mixed methods research, was used, and a semi-structured questionnaire was used to collect data. The sample was selected through convenience sampling and consisted of 28 participants. In the study, the documents related to National and International Qualifications Frameworks, history of CBE, its comparison with traditional education, its implementation, and the challenges of CBE practices are reviewed. The findings revealed that there is a conceptual consensus among the experts on the concepts of skill and learning outcome, but no agreement on the use of “competence,” “proficiency,” and “qualification.” The study showed that the experts adopt the most up-to-date definitions of CBE, but it is often confused with Proficiency-Based Education. The study revealed that CBE focuses on the demonstration of competence when considering students’ progress and measures it by formative assessments and that, in CBE, students’ learning gaps are eliminated by supporting them at each stage.

Personalized Learning Plans and Competency-Based Education

2020 ◽  
pp. 28-53
Keyword(s):  
School Personnel ◽  
Personalized Learning ◽  
Background Information ◽  
Competency Based Education ◽  
History Of ◽  
Competency Based ◽  
Postsecondary Plans ◽  
Definition Of ◽  
K 12 ◽  
Learning Plans

This chapter is designed to inform teachers, administrators, and educational policymakers on the background of personalized learning plans (PLPs), the definition of a PLP, components of a PLP, and the research involving the use of PLPs. In recent years, states have spearheaded initiatives involving PLPs, either requiring the use of them through mandates or encouraging school personnel to use some sort of individualized plans for students to connect their K-12 experiences with postsecondary plans. The chapter also addresses competency-based education, which is often implemented in conjunction with personalized learning. The chapter provides an introduction, background information, and a brief history of PLPs and competency-based education. Additional resources are included as well.

Establishing a Student-Centered Environment to Support All Learners

2017 ◽  
pp. 155-182 ◽  
Author(s):  
James D. Basham ◽  
Skip Stahl ◽  
Tracey Hall ◽  
Richard Allen Carter Jr.
Keyword(s):  
Personalized Learning ◽  
Traditional Education ◽  
Student Centered ◽  
Student Centered Learning ◽  
Education Practice ◽  
Self Regulated Learning ◽  
Competency Based Education ◽  
Competency Based ◽  
Turnaround Process ◽  
The Impact

Within this chapter, technology-enhanced personalized learning is highlighted as a model for supporting all students in an inclusionary setting. Content of the chapter is focused on the birth, development, growth, and the eventual demise of a student-centered-model in one turn-around school district. The chapter focuses on the interplay of teacher methods and expectations; the impact of real-time progress data by students and teachers, and the points of contact where innovation collided with the expectations of traditional education practice. The authors also discuss various political elements that emerged as a result of the turnaround process. Finally, elements of the roles of teachers, technology, data, self-regulated learning, and competency-based education are discussed relative to establishing a student-centered learning environment.

scholarly journals Going Beyond Grades: Online Learning Assessment: Chiropractic Educators Research Forum (CERF), June 26, 2021

2021 ◽  
Author(s):  
Keyword(s):  
Online Learning ◽  
Theory And Practice ◽  
Formative Assessments ◽  
Learning Assessment ◽  
The Internet ◽  
Education Theory

This conference was convened by the Chiropractic Educators Research Forum (CERF) on June 26, 2021. This meeting provided a forum for the presentation of scholarly works in education theory and practice. The conference specifically focused on research related to education and learning assessment. During the June 2021 CERF meeting, presenters and panelists took an in depth look at how programs assess learning, including both summative and formative assessments, either live or asynchronously through technology or the internet.

scholarly journals Creative potential of Jan Amos Komensky’s universal scientific and pedagogical heritage

2021 ◽  
pp. 156-165
Author(s):  
Anatolii Pavko ◽  
◽  
Lyudmyla Kurylo ◽  
Keyword(s):  
Education System ◽  
Critical Analysis ◽  
Laws Of Nature ◽  
Theory And Practice ◽  
Creative Potential ◽  
Training And Education ◽  
Education Theory ◽  
History Of ◽  
Human Education ◽  
First Time

The article emphasizes that J. A. Komensky as one of the creators of the modern pedagogical system showed himself in his numerous works as a passionate and consistent supporter of education general democratization. For the first time in the history of world pedagogical thought he created a system of rational and progressive didactics, substantiated the significant influence of native language on training and education. From the standpoint of democracy and humanism, he made a profound and substantiated critical analysis of the entire medieval and scholastic system of education. He thoroughly studied, and according to his social, pedagogical and philosophical outlook critically reworked those valuables that his predecessors and contemporaries accumulated in the theory and practice of education. J. Komensky developed a progressive pedagogical doctrine permeated with the idea of nationality. On the basis of Komensky’s fundamental philosophical and pedagogical work “Great Didacticsˮ the paper analyses the authorʼs contribution to the development of the education theory and practice. It proclaims the exceptional importance of the work, which substantiates a new system of human education based on the carefully learned laws of nature, and addressed to the eternal values. The focus is laid on the scientist’s basic innovative approaches, namely to the development of methods, didactic principles, rules of teaching, the provisions of the education system and school studies, etc. The authors of the article conclude that in modern conditions of modernizing, renewing the various segments of the Ukrainian education system according to the European requirements and criteria the idea of the creative, constructive and critical comprehension and reception of the unique and diverse pedagogical heritage of Jan Amos Komensky by specialists, theorists and practitioners remains relevant. Keywords: Jan Amos Komensky, “Great Didacticsˮ, scientific and pedagogical heritage, European cultural heritage.

scholarly journals Faculty Views of Online Competency-Based Education, Self-Efficacy, and Institutional Support

2021 ◽  
Author(s):  
Christopher Russell Prokes
Keyword(s):  
Self Efficacy ◽  
Teaching And Learning ◽  
Traditional Education ◽  
College Campuses ◽  
Credit Hours ◽  
Competency Based Education ◽  
Mastery Experiences ◽  
Competency Based ◽  
Support Mechanisms ◽  
Seat Time

Competency-based education (CBE) is essentially an online approach to teaching and learning featuring flexible pacing, robust competencies, and an emphasis on student completion. CBE’s differs from traditional education that focuses on seat time, credit hours, and academic objectives. Though CBE has existed on college campuses in many forms, faculty are often inexperienced in teaching CBE. Facing growing demands for CBE (notably from non-traditional students), institutions must find ways to prepare faculty to take part in CBE. This mixed methods study explored faculty views of CBE, their self-efficacy, and beliefs about support mechanisms needed for those teaching and delivering CBE. Findings suggest faculty have mixed views of CBE, generally high self-efficacy due to the importance of mastery experiences, and believe in the importance of specific learning opportunities in an environment built on collaboration to ensure CBE faculty are supported and can thrive. Findings can inform current and future CBE practicing institutions to ensure faculty are trained and capable in an environment of collaboration.

scholarly journals The Future of Health Professions Education: Considerations for Competency-Based Education in Athletic Training

2019 ◽  
Vol 14 (3) ◽  
pp. 215-222
Author(s):  
Kimberly L. Mace ◽  
Cailee E. Welch Bacon
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Health Care Professionals ◽  
Health Professions ◽  
Health Professions Education ◽  
Formative Assessments ◽  
Location Selection ◽  
Competency Based Education ◽  
Athletic Training Educators ◽  
Competency Based

Context Competency-based education (CBE) has been in existence in the landscape of educating health professionals since the 1970s. Despite this, there is significant variability in how CBE is defined in publication, practice, and conversation. This variability has likely contributed to common misconceptions about what it means for an educational system to be competency based, how such a system would operate, and the prevalence of these systems in current practices. Objective To define CBE through a discussion of its evolution in health professions education and discuss considerations for its role in the education of athletic trainers (ATs). Background The CBE framework has solidified its place in medical education to address the need for health care professionals to provide care that is safe, effective, and responsive to patient beliefs, values, and circumstances. These same necessities exist in athletic training practice. However, CBE does not yet have a solid place in the preparation of ATs, nor does it seem to be well understood by educators in the field. Recommendations Athletic training educators should be familiar with CBE as an educational framework that is fundamentally flexible and outcome oriented. Flexible practices allow for progression based on learner capability, opportunistic content delivery, and variable timing for assessments. Components of CBE that are outcome centric emphasize preparedness to practice and purposeful location selection for formative assessments. Further, it is important to avoid misusing the phrase CBE as a means to describe any aspect of learning that pertains to competence, competency, or competencies. Conclusions To hold and maintain a place in the larger context of health care, athletic training educators should have a firm grasp on the concepts and practices of CBE. Future areas of scholarship should identify strategies to incorporate CBE into athletic training education and determine its effect on patient care.

scholarly journals A Pedagogia da Alternância nas licenciaturas em Educação do Campo: olhar sobre as produções acadêmicas

2019 ◽  
Vol 4 ◽  
pp. e5541 ◽  
Author(s):  
Tamine Santos Saul ◽  
Ricardo Antonio Rodrigues ◽  
Neiva Maria Frizon Auler
Keyword(s):  
Rural Education ◽  
Textual Analysis ◽  
Theory And Practice ◽  
Initial Formation ◽  
Palabras Clave ◽  
Education Theory ◽  
History Of ◽  
Bibliographic Study ◽  
Three Components

Este trabalho tem como objetivo investigar como vem sendo discutida a Pedagogia da Alternância nas Licenciaturas em Educação do Campo, nas produções acadêmicas. Para isso, em um primeiro momento, foi realizado um estudo bibliográfico dos históricos das Licenciaturas em Educação do Campo e da Pedagogia da Alternância e, posteriormente, o mapeamento das produções acadêmicas no Banco de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). O recurso metodológico utilizado foi a Análise Textual Discursiva (ATD), organizada em três componentes: unitarização, categorização e metatexto. As análises permitiram identificar como vem sendo discutido o Regime de Alternância, nas formações iniciais em Educação do Campo, segundo as produções acadêmicas analisadas. Palavras-chave: Pedagogia da Alternância, Formação Inicial em Educação do Campo, Teoria e prática.   The Pedagogy of Alternation in degree in Rural Education: look at academic productions         ABSTRACT. This article had as objective to investigate how has been discussed the Pedagogy of Alternation in the Degree in Rural Education, in the academic productions. To this end, a bibliographic study was carried out on the history of the Undergraduate Courses in Countryside Education and Pedagogy of Alternation, and later the mapping of academic productions in the Thesis and Dissertation Bank of the Coordination for the Higher Level (CAPES). The methodological resource used was the Discursive Textual Analysis (DTA), organized into three components: unitarization, categorization and metatext. The analyzes allowed to identify how has been discussed the Alternating Regime, in the initial formations in Countryside Education, according to the academic productions analyzed. Keywords: Pedagogy of Alternation, Initial Formation in Countryside Education, Theory and Practice.   La Pedagogía de la Alternancia en las licenciaturas en Educación del Campo: mirada sobre las producciones académicas RESUMEN. Este trabajo tiene como objetivo investigar cómo se está discutiendo la Pedagogía de la Alternancia en las Licenciaturas en Educación del Campo, en las producciones académicas. Para eso, en un primer momento, se realizó un estudio bibliográfico de los históricos de las Licenciaturas en Educación del Campo y de la Pedagogía de la Alternancia, y posteriormente el mapeo de las producciones académicas en el Banco de Tesis y Disertaciones, de la Coordinación de Perfeccionamiento de Personal de Nivel Superior (CAPES). El recurso metodológico utilizado fue el Análisis textual Discursivo (ATD), organizado en tres componentes: unitarización, categorización y metatexto. Los análisis permitieron identificar cómo se está discutiendo el Régimen de Alternancia, en las formaciones iniciales en Educación del Campo, según las producciones académicas analizadas. Palabras clave: Pedagogía de la Alternancia, Formación Inicial en Educación del Campo, Teoría y práctica.

scholarly journals The role of tradition and innovations in the development of the primary education theory in Azerbaijan (1920-1931)

2021 ◽  
pp. 654-672
Author(s):  
Aytekin Mammadova
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
New Technology ◽  
Quality Criteria ◽  
Theory And Practice ◽  
General Decline ◽  
Education Theory ◽  
History Of ◽  
And Function

The study of the history of primary education in Azerbaijan expands the boundaries of pedagogical thinking. The re-introduction of the progressive aspects of the historical and pedagogical heritage of the 20th century into scientific circles plays an important role in the formation of modern educational culture. Historical and pedagogical heritage is a source of renewal of pedagogical knowledge, acquisition of qualitatively new content, as well as its sustainability. It is important to study the history of primary education, as it helps to solve two problems that are closely related to each other. Firstly, what happened when one first examined the historical pedagogical heritage? How did it happen? Why did it happen and what was the result? What was the significance of what happened during that period and further development? Secondly, by referring to the historical pedagogical heritage, it is possible to understand the theory and practice of today's education, the problems of modern pedagogical thinking and worldview. The article examines and compares the role of tradition and innovation in the development of the theory of primary education in Azerbaijan in the 1920s. For this purpose, the article analyzes the educational technologies used in that period, general scientific approaches, curricula and content of textbooks prepared for primary schools, and quality criteria in teacher training. It is argued that this period was politically complex, economically difficult, characterized by a general decline in the common cultural and educational level of the population, but was interesting in terms of the building of a new society and a new state. Reforms in the field of education in Russia were repeated in Azerbaijan. Although experiments in the field of education were aimed at raising the cultural level of society, eliminating illiteracy, establishing new approaches to education, innovations (application of "complex" approach, use of active learning methods, application of project method, etc.), they did not improve the quality of education. The introduction of innovations sometimes led to the denial and oblivion of traditions. The new teaching methods applied in Azerbaijani schools without any expertise, as they were brought from European and American schools, created serious problems in the formation of education because the new technology denied the tradition. The class-lesson system with strict regulations, exhaustive structure and function, and rich traditions were replaced by the laboratory-brigade method. The results of incorrect experiments became a serious obstacle to the development of education. For this reason, in the early 1930s, official government decisions banned experiments that hindered the development of education.

Residency education

1993 ◽  
Vol 83 (6) ◽  
pp. 352-354
Author(s):  
PG Bashook
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Training Programs ◽  
Current Knowledge ◽  
Residency Education ◽  
Theory And Practice ◽  
Education Programs ◽  
The Us ◽  
Education Theory ◽  
History Of

Residency education has an interesting history in the US that speaks clearly about some of the cherished beliefs still perpetuated in today's residency training programs. The history also provides a foundation for considering how the current knowledge of adult education theory and practice can be incorporated into residency education programs. The author presents a brief overview of the history of residency education in the US followed by a recommendation for applying a conception of adult learning to residency education.

Sign in / Sign up

Export Citation Format

Share Document