Träge Kompetenzen? - Gründe für die Kontextgebundenheit von beruflichen Handlungskompetenzen.

Autor/inn/en	Renkl, Alexander; Nückles, Matthias
Titel	Träge Kompetenzen? - Gründe für die Kontextgebundenheit von beruflichen Handlungskompetenzen.
Quelle	In: Bildung und Erziehung, 59 (2006) 2, S. 179-191Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	deutsch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0006-2456; 2194-3834
Schlagwörter	Kompetenz; Handlungskompetenz; Lernfähigkeit; Förderungsmaßnahme; Problemorientierter Unterricht; Beruf; Hochschulbildung; Studium; Praxisbezug
Abstract	In this contribution, it is argued that vocational competences cannot be conceptualized independently of the specific contexts in which they are acquired and where they are employed. Starting from the notion of inert knowledge, vocational competences can be regarded as context-bounded in at last three different ways: a) The acquired knowledge does not fit with the context where it is to be applied; b) although relevant knowledge has been acquired, other domain specific prerequisites which are necessary for successful knowledge application are lacking; c) meta-knowledge regarding the application conditions of the acquired knowledge is lacking. In our contribution, we will first elaborate on these different types of context boundedness and provide illustrative examples. Second, we will develop instructional measures for the domain of university education that could help to reduce the context boundedness of vocational competences and thus increase their degree of generality. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2007/2