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Educating for competency and reflective practice: fostering a conjoint approach in education and training

Stephen Hackett (Stephen Hackett is a Catholic priest. Currently he is serving as a Chaplain at the University of New South Wales in Sydney, Australia, a role which involves him in a project to develop a university‐based program for the training of chaplains to institutes of tertiary education.)

Journal of Workplace Learning

ISSN: 1366-5626

Article publication date: 1 June 2001

Abstract

Looks initially at the theoretical foundations of both competency‐based training (CBT) and reflective practice, then at current approaches to CBT and reflective practice. The compatibility of these two in educational practice, and the extent to which they might be combined in an educational or training context is discussed. CBT and reflective practice are not regarded as having a mutual equivalence in adult education and training. Rather, it is argued that they constitute two approaches within this educational field which function at different levels of teaching and learning and, as such, there exists at least the potential for them to be designed and developed so as to be complementary.

Keywords

Citation

Hackett, S. (2001), "Educating for competency and reflective practice: fostering a conjoint approach in education and training", Journal of Workplace Learning, Vol. 13 No. 3, pp. 103-112. https://doi.org/10.1108/13665620110388406

Publisher

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MCB UP Ltd

Copyright © 2001, MCB UP Limited