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  • The Metamorphosis of the Construction of Competence

    Author(s)
    Stevenson, John
    Griffith University Author(s)
    Stevenson, John C.
    Year published
    1996
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    Abstract
    The idea of competence has different meanings in ordinary, academic, and vocational education and training-practice. These meanings also have historical dimensions. That is, what is meant by competence has evolved over time, and has been constituted differently in different areas of practice. For instance, in contemporary discussions in education and training, competing notions of competence have been the subject of debate, somewhat reminiscent of recurring debates in education over the last century or more. This paper examines the possible reasons why different meanings are associated with the term competence by examining ...
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    The idea of competence has different meanings in ordinary, academic, and vocational education and training-practice. These meanings also have historical dimensions. That is, what is meant by competence has evolved over time, and has been constituted differently in different areas of practice. For instance, in contemporary discussions in education and training, competing notions of competence have been the subject of debate, somewhat reminiscent of recurring debates in education over the last century or more. This paper examines the possible reasons why different meanings are associated with the term competence by examining the nature of the ends that are sought in constructions of competence in different areas of practice. The paper relates advocacy for different constructions of competence to the normative views that underpin them, and to periods in history when they gained their greatest sway. The genesis of the position of the cognitive psychological construction of competence and that of the competency-based training movement are examined against these normative positions. It is suggested that, for any convergence of meaning to occur, the construction of competence needs to have features that enable transactions across areas of practice. The cyclical movements in constructions are likened to an incomplete metamorphosis, continually thwarted by a failure to address the normative aspects of constructions of competence.
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    Journal Title
    Studies in Continuing Education
    Volume
    18
    Issue
    1
    DOI
    https://doi.org/10.1080/0158037960180102
    Subject
    Education Systems
    Publication URI
    http://hdl.handle.net/10072/120576
    Collection
    • Journal articles

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