Professional Competence of Vocational Teachers: A Conceptual Review

Autor/in	Antera, Sofia
Titel	Professional Competence of Vocational Teachers: A Conceptual Review
Quelle	In: Vocations and Learning, 14 (2021) 3, S.459-479 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Antera, Sofia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-785X
DOI	10.1007/s12186-021-09271-7
Schlagwörter	Vocational Education Teachers; Teacher Competencies; Professionalism; Teacher Qualifications; Teaching Skills; Definitions + Suchen Sie Ihr Suchwort? Ausbilder; Lehrkunst; Professionalität; Lehrqualifikation; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Begriffsbestimmung
Abstract	In this article, the variety of interpretations of the concept of professional competence with reference to vocational teachers is reviewed and discussed. Previous vocational teacher research has been found to focus on which professional competencies vocational teacher possess or should demonstrate, with little focus placed on how competence is defined, leaving a gap related to how the professional competence concept is perceived and constructed. Through a conceptual analysis method (CAM), which follows the data collection process of a systematic literature review, the researcher identifies the concept attributes that are commonly shared as well as neighboring concepts associated with professional competence. Findings indicate that only few studies detail solid concept definitions. Furthermore, there is an agreement amongst the researchers on the main attributes of professional competence, including the situated and developmental character of professional competence as well as its relationship with action. In regard to concept use, there are distinct interrelationships between professional competence, professionalism, performance and qualification. Most definitions regard the individual as the reference point and little to no discussion takes place regarding professional competence at a collective level. Because complex concepts like the one under study can lead to confusion, it is suggested that their use should be accompanied by a discussion of their various meanings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01