Competency-based training and beyond: Action research and reflective practice in vocational education and training

Educational Action Research

Volumn 8, Issue 3, 2000, Pages 515-532

  James, Pauline ^a   Mulcahy, Dianne ^a  

^a UNIVERSITY OF MELBOURNE   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84908573005     PISSN: 09650792     EISSN: 17475074     Source Type: Journal    
DOI: 10.1080/09650790000200132     Document Type: Article

References (27)

1. Bailey, T., and Merritt, D., 1995. Making Sense of Industry-based Skill Standards, Berkeley: National Center for Research in Vocational Education, University of California.
2. Crawford, K., 1995. Making Sense of Industry-based Skill Standards. What Do Vygotskian Approaches to Psychology have to Offer Action Research? Educational Action Research, 3: 239–247.
3. Davis, B., and Sumara, D. J., 1997a. Cognition, Complexity and Teacher Education. Harvard Educational Review, 67: 105–125.
4. Davis, B., and Sumara, D. J., 1997b. Enactivist Theory and Community Learning: towards a complexified understanding of action research. Educational Action Research, 5: 403–422.
5. Field, L., and Ford, B., 1994. Managing Organisational Learning: from rhetoric to reality, Melbourne: Longman.
6. Goodman, J., 1984. Reflection and Teacher Education: a case study and theoretical analysis. Interchange, 15: 9–26.
7. Grundy, S., 1987. Curriculum: product or praxis, Lewes: Falmer Press.
8. James, P., 1999. Rewriting Narratives of Self: reflections from an action research study. Educational Action Research, 7: 85–103.
9. James, P., 2000. The Double Edge of Competency Training: Contradictory Discourses and Lived Experience. Journal of Vocational Education and Training, (forthcoming)
10. Jennings, L. E., and Graham, A., 1996. Postmodern Perspectives and Action Research. Educational Action Research, 4: 267–278.
11. Lave, J., 1990. “ The Culture of Acquisition and the Practice of Understanding ”. In Cultural Psychology: essays on comparative human development, Edited by: Stigler, J. W., Schweder, R. A., and Herdt, G., Cambridge: Cambridge University Press.
12. Lave, J., and Wenger, E., 1991. Situated Learning: legitimate peripheral participation, Cambridge: Cambridge University Press.
13. McMahon, T., 1999. Is Reflective Practice Synonymous with Action Research?. Educational Action Research, 7: 163–168.
14. Mezirow, J., 1991. Transformative Dimensions of Adult Learning, San Francisco: Jossey-Bass.
15. Mulcahy, D., 2000. Turning the Contradictions of Competence: competency-based training and beyond. Journal of Vocational Education and Training, 52: 259–280.
16. Mulcahy, D., and James, P., 1999a. Evaluating the Contribution of Competency-based Training, Leabrook, South Australia: National Centre for Vocational Education Research.
17. Mulcahy, D., and James, P., 1999b. Knowledge-making at Work: the contribution of competency-based training. Australian and New Zealand Journal of Vocational Education Research, 7: 81–104.
18. National Training Board (NTB). 1992. National Competency Standards: policy and guidelines, Canberra: Australian Government Publishing Service. 2nd edn
19. O'Donnell, D., and Garavan, T., 1997. New Perspectives on Skill, Learning and Training: a viewpoint. Journal of European Industrial Training, 21: 131–137.
20. Rushbrook, P., Seddon, T., Angus, L., and Brown, L., Teaching and Managing in TAFE: some preliminary outcomes of an ethnographic study. Vol. 3, Fourth Annual International Conference on Post-Compulsory Education and Training, Learning and Work: the challenges. Conference Proceedings, pp. 129–137. Brisbane: Centre for Learning and Work Research, Griffith University.
21. Seddon, T., 1997. Education: deprofessionalised? Or regulated, reorganised and reauthorised?. Australian Journal of Education, 41: 228–246.
22. Seddon, T., 1999. A Self-managing Teaching Profession for the Learning Society. Unicorn, 25: 15–29.
23. Smith, E., Does Competency-based Training Mean the End of Teaching as We Know It?. Vol. 3, Fifth Annual International Conference on Post-Compulsory Education and Training, Good Thinking Good Practice: research perspectives on learning and work. Conference Proceedings, pp. 69–99. Brisbane: Centre for Learning and Work Research, Griffith University.
24. Smith, E., Lowrie, T., Hill, D., Bush, T., and Lobegeier, J., 1997. Making a Difference? How Competency-based Training Has Changed Teaching and Learning, Wagga Wagga: Charles Sturt University.
25. Tomassini, M., Knowledge Dynamics, Communities of Practices: emerging perspectives on training, Internet Document (Institut Technik und Bildung, Bremen University) http://www.itb.unibremen.de/PROJECTE/europrof/default.htm
26. Waterhouse, P., and Sefton, R., 1997. Teachers at Work: utilising professional teaching skills in industry settings. Australian Journal of Education, 41: 262–275.
27. Wenger, E., 1998. Communities of Practice: learning, meaning, and identity, Cambridge: Cambridge University Press.