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Le développement de compétences en éducation et en formation
| Content Provider | Semantic Scholar |
|---|---|
| Copyright Year | 2016 |
| Abstract | The concept of competency: an epistemological approach Sabine KAHN, Free University of Brussels, Belgium Bernard REY, Free University of Brussels, Belgium The concept of competency suffers from epistemological uncertainty: although socially we need to believe that certain individuals are competent in a field, there is no guarantee that an individual who has accomplished a task will be able to perform the same kind of task if it includes different aspects. The examination of some explanatory models of competency encountered in the literature reveal the problem of seeing this based solely on the relationship between a situation and the psychic functioning of the individual. We will conduct these analyses taking examples essentially from the school world. To explain that some individuals are competent in one area and that others are not, it seems necessary to consider the subject’s interpretation of the situation in terms of an intentional objective. In order to explain competence, we propose a paradigmatic framework of the ternary relationship between subject, situations and norms. |
| File Format | PDF HTM / HTML |
| DOI | 10.7202/1039018ar |
| Alternate Webpage(s) | https://www.erudit.org/fr/revues/ef/2016-v44-n2-ef02953/1039018ar.pdf |
| Alternate Webpage(s) | https://www.acelf.ca/c/revue/pdf/EF_44-2_complet-Web.pdf |
| Alternate Webpage(s) | https://www.acelf.ca/media/revue/Toile-fond_Vol44_No2.pdf |
| Alternate Webpage(s) | https://doi.org/10.7202/1039018ar |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
