Action competence
Action competence is an ambiguous term, the content of which can be derived from the diverse meanings of competence . It is used, for example, in personnel development , education or psychology .
"Competence to act is understood as the willingness and ability of the individual to behave appropriately and in an individually and socially responsible manner in professional, social and private situations ."
Personnel development and pedagogy
Following the linguistics of Noam Chomsky , the action regulation theorist Volpert (1974) introduced “action competence” and defined “efficient action as stable-flexible”.
Erpenbeck / Rosenstiel (2003) understand by "activity and implementation-oriented competences" the "ability (...) to integrate all other competencies - personal, professional-methodical and social-communicative - into one's own volitional drives and to successfully implement actions."
The German Qualifications Framework (DQR) defines [action] competence as "the ability and willingness of the individual to use knowledge and skills as well as personal, social and methodological skills and to behave in a well thought-out and individually and socially responsible manner."
Action competence becomes with competence
- Professional competence ,
- Social competence ,
- Self-competence achieved.
The competencies methodological competence , communicative competence and learning competence "are an inherent part of professional competence, personal competence and social competence."
In action-oriented lessons , the pupils or students should develop action competence (s) for the world outside and after school. Methodically, this goal is approached through a task- and result-oriented learning by doing or learning through interaction - often in partner or group work - which also addresses the emotional side of the students and thus promotes their socio-affective skills.
In the "Handout for the development of framework curricula for the Conference of Ministers of Education and Cultural Affairs for job-related teaching in vocational schools ..." from September 2011, the development of practical skills is listed as an educational goal. Action competence is divided into the following dimensions: professional competence, personal competence (previously referred to as human competence ) and social competence. A balanced interaction of these three competence dimensions results in the prerequisites for further competence terms (accentuation): method competence, communicative competence and learning competence.
The aim of vocational training is the trainees' “professional ability to act”.
psychology
The shifting of the term action competence into the discussion about education policy often obscures the view that action and the acquisition of action competence is above all a psychological-pedagogical term, the concrete form of which is closely related to the individual development of the person. Research by René Spitz has already shown this: Infants who did not have the opportunity to interact with adults were later and sometimes Their social behavior may be (very) disturbed throughout their life, depending on the situation and the possibility of interacting with caregivers. The same has been demonstrated in animal experiments (FW Harlow).
When the individual interacts with the (environment) world, something like a personal orientation develops in each individual, in which the learning outcomes and their strategic importance for the individual's actions are laid out. So every person in every situation has different orientations of the situation and its meaning. Then and on the basis of this background, he interprets the (social) situation. The action or the specific action sequences are based accordingly. However, orientation takes place continuously and in healthy people permanently. You could call this the dynamics of individual orientation or action planning.
See also
literature
Monographs
- DBSH: Key competencies in social work for the fields of social work and social education. (Ed.) German Professional Association for Social Work eV, 4th edition, Wochenschauverlag, Schwalbach / Ts. 2013, ISBN 978-389974437-8 .
- Handout for the development of framework curricula for the Conference of Ministers of Education and Cultural Affairs (KMK) for vocational teaching . (As of February 5, 1999)
- Handout for the development of framework curricula for the Conference of Ministers of Education and Cultural Affairs (KMK) for job-related teaching in vocational schools ... and recognized training professions . (As of September 15, 2000)
- Handout for the development of framework curricula for the Standing Conference (KMK) for job-related teaching in vocational schools and their coordination with federal training regulations for recognized training professions . (As of September 23, 2011) ( online )
- Werner G. Faix u. a .: Leadership and personality. Personal development . Verlag Moderne Industrie, Landsberg / Lech 1995, ISBN 3-478-35230-4 .
- Werner G. Faix, Angelika Laier: Social competence. Competitive factor of the future . Gabler, Wiesbaden 1996, ISBN 3-409-23805-0 .
- Johannes Reitinger: teaching, internet, competence. Empirical analysis of functional and didactic competencies of future educators on the basis of a concrete action competence model . Shaker, Aachen 2007, ISBN 978-3-8322-6175-7 (also dissertation, University of Passau, 2007).
- Lauren Slater: Of Humans and Rats, The Famous Experiments of Psychology. Beltz Verlag, Weinheim 2005, pp. 174–202 (Harry Harlow)
- René A. Spitz : From infant to toddler. Natural history of the mother-child relationship in the first year of life . Klett-Cotta, Stuttgart 2005, ISBN 3-608-91823-X .
Essays
- Reinhard Bader: Constructing learning fields . In: Peter F. Sloane u. a. (Ed.): Learning in learning fields. Theoretical analyzes and design approaches for the learning field concept . Edition Eusl, Markt Schwaben 2000, ISBN 3-933436-22-2 ( online )
- Harry F. Harlow: The Nature of Love . In: Otto M. Ewert: Developmental Psychology I . Kiepenheuer & Witsch, Cologne 1972, ISBN 3-462-00865-X .
- Norbert Kühne : Interaction as a promotion, in: Norbert Kühne (Hrsg.): Praxisbuch Sozialpädagogik. Volume 7, Bildungsverlag EINS , Troisdorf 2009, ISBN 978-3-427-75415-2
Individual evidence
- ↑ a b c d Handout for the development of framework curricula for the Conference of Ministers of Education for job-related teaching in vocational schools and their coordination with federal training regulations for recognized training professions. September 23, 2011. P. 15 pdf ( Memento of the original from January 10, 2018 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice.
- ↑ Volpert, Walter: Action structure analysis as a contribution to qualification research. Cologne: Pahl-Rugenstein, 1974. p. 41
- ↑ Volpert, Walter: Action structure analysis as a contribution to qualification research. Cologne: Pahl-Rugenstein, 1974. p. 46
- ↑ Erpenbeck / Rosenstiel (ed.): Handbook of competence measurement. 2003, p. XVI
- ↑ German Qualifications Framework Working Group : German Qualifications Framework for Lifelong Learning. March 22, 2011, accessed November 23, 2019 .
- ↑ Bader, R. (1989). Professional competence. In: The vocational school, 41 (2). P. 75
- ↑ Cf. Gerhard Bach , Johannes-Peter Timm : "Action orientation as a goal and as a method". In: Gerhard Bach, Johannes-Peter Timm (ed.): English lessons. Basics and methods of action-oriented teaching practice (5th, updated edition). Tübingen, Basel: A. Francke, 2013, p. 12.
