Competency-based Education and Practical Training: Document Analysis and Critique

dc.creator	Clermont Gauthier
dc.creator	François Guillemette
dc.date	2010-05-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:17:21Z
dc.date.available	2015-08-12T11:17:21Z
dc.identifier	1183-1189
dc.identifier	https://doaj.org/article/a0399b78135c4507a6343d0e09c27657
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/26266
dc.description	<div>Dans la première génération d’APC, le concept de compétence est lié aux concepts de comportement, pratique, performance et action (Gage & Winne, 1975; Hamilton, 1973; Hilbert, 1982; Howsam & Houston, 1972; Joyce, 1974; Leonard & Utz, 1974; Schostak, 1996; Spady, 1977; Tomlinson, 1995; Woodruffe, 1992). Sur le plan conceptuel, cette définition s’oppose à la perspective dichotomique inspirée de Chomsky (1957). Pour ce dernier, d’une part, la compétence est un potentiel d’action et non l’action comme telle; d’autre part, l’action qui actualise le potentiel-compétence est une performance.</div>
dc.language	English
dc.language	French
dc.relation	http://brock.scholarsportal.info/journals/brocked/home/article/view/73
dc.relation	https://doaj.org/toc/1183-1189
dc.rights	CC BY
dc.source	Brock Education : a Journal of Educational Research and Practice, Vol 15, Iss 2 (2010)
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Competency-based Education and Practical Training: Document Analysis and Critique
dc.type	article