The reflective (and competent) practitioner: A model of professional competence which seeks to harmonise the reflective practitioner and competence-based approaches

Journal of European Industrial Training

Volumn 22, Issue 7, 1998, Pages 267-276

  Cheetham, Graham ^a   Chivers, Geoff ^b  

^a Department for Education and Employment ^*  (United Kingdom)

^b UNIVERSITY OF SHEFFIELD   (United Kingdom)

Author keywords

Competences; Development; Models; Professionals

Indexed keywords

EID: 84986104130     PISSN: 03090590     EISSN: None     Source Type: Journal    
DOI: 10.1108/03090599810230678     Document Type: Article

References (20)

1. In the UK, it has become the convention to use the plural“competences” when referring to occupational standards. This convention is followed in this article. However, when referring to competence in a more general sense, the plural “competencies” is used.
2. No firm distinction has been drawn by the authors between“skills” and “competencies” but in general a competence is considered to be rather broader than a skill. Hence competencies are likely to be made up of a collection of skills. Therefore, within the model, a constituent may be made up of both competencies and skills.
3. Bloom, B.S. (1956), Taxonomy of Educational Objectives, Book 1, Cognitive Domain, Longman Group, London.
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