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Archaeology International
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Competence Domains and Vocational-Professional Education in Germany
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Author(s):
Susanne Weber
,
Frank Achtenhagen
Publication date
(Online):
September 09 2016
Publisher:
Springer International Publishing
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UNDERSTANDING WORK USING THE OCCUPATIONAL INFORMATION NETWORK (O*NET): IMPLICATIONS FOR PRACTICE AND RESEARCH
NORMAN PETERSON
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Michael D. Mumford
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WALTER BORMAN
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(2001)
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Implications of Evidence-Centered Design for Educational Testing
Robert Mislevy
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Geneva Haertel
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Language and the mind: (400082009-004)
Noam Chomsky
(1968)
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Publication date (Print):
2017
Publication date (Online):
September 09 2016
Pages
: 337-359
DOI:
10.1007/978-3-319-41713-4_16
SO-VID:
16f2306d-5a62-4e92-9a28-c79c62b4b64c
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Book chapters
pp. E1
Erratum: Competence-based Vocational and Professional Education
pp. 1
Introduction
pp. 47
Developing Domains of Occupational Competence: Workplaces and Learner Agency
pp. 67
Competence, Qualification and Action Theory
pp. 83
Competence and Professional Expertise
pp. 103
Competence, Capability and Graduate Attributes
pp. 125
Using an Epistemological Perspective to Understand Competence-based Vocational and Professional Education
pp. 145
Mindful Working and Skilful Means: Enhancing the Affective Elements of Vocational Education and Training Through the Ethical Foundations of Mindfulness
pp. 165
Competence-based Education and Teacher Professional Development
pp. 183
Beyond Competence, Thinking Through the Changes: Economy, Work and Neo-liberalism
pp. 203
The Integrated View on Competence
pp. 229
Competence and the Alignment of Education and Work
pp. 255
Competence-based Education in the United States
pp. 273
Competence-based Education and Assessment in the Accounting Profession in Canada and the USA
pp. 297
NVQs and Approaches to Competence in the UK: Contexts, Issues and Prospects
pp. 317
Competence Development and Workplace Learning: Enduring Challenges in the Interplay of Policy and Practice in the UK
pp. 337
Competence Domains and Vocational-Professional Education in Germany
pp. 361
The Competence Development Agenda in France
pp. 381
Competence-based Approach in the Education Reforms of Lithuania and Estonia
pp. 407
Competence-based Education in the Italian Context: State of Affairs and Overcoming Difficulties
pp. 429
Competence-based Education in China’s Higher TVET: The Case of Shenzhen Polytechnic
pp. 449
Competence-based Training in South Asia
pp. 469
Competence-based Vocational Education and Training in Viet Nam: Input and Process towards Learning Outcomes
pp. 487
Competence and TVET Innovation in Sub-Saharan Africa: The Case of Rwanda
pp. 507
Competencies in Higher Education: Experience with the Academic Competences and Quality Assurance (ACQA) Framework
pp. 533
Models and Principles for Designing Competence-based Curricula, Teaching, Learning and Assessment
pp. 555
“4Cyourway”: A Competence Framework for Measuring Competence Growth from Secondary Vocational to Higher Education and Curriculum Design
pp. 589
Comparing Recognition of Prior Learning (RPL) across Countries
pp. 607
Competence Assessment as Learner Support in Education
pp. 631
Assuring Quality in Competence Assessments: The Value Added of Applying Different Assessment Approaches to Professional Education
pp. 649
Quality Management of Competence-based Education
pp. 667
Competence-based Education and Educational Effectiveness
pp. 695
Areas of Learning: The Shift Towards Work and Competence Orientation Within the School-based Vocational Education in the German Dual Apprenticeship System
pp. 719
Knowledge Concepts in Competence-based VET Research Perspectives on Cognitivist and Social-Constructivist Approaches
pp. 739
Competence and the Need for Transferable Skills
pp. 755
Factors Influencing Professional Development in Teacher Teams within CBE Contexts
pp. 775
Self-Regulation and Competence in Formal and Informal Contexts of Vocational and Professional Education
pp. 795
Fostering Development of Work Competencies and Motivation via Gamification
pp. 819
Software Tools for Scaffolding Argumentation Competence Development
pp. 843
Modeling, Measurement, and Development of Professional Competence in Industrial-Technical Professions
pp. 863
Competence Modeling and Measurement in Engineering Mechanics
pp. 883
Modeling and Measurement of Teacher Competence: Old Wine in New Skins?
pp. 903
Competency-Based Medical Education and its Competency Frameworks
pp. 931
Green Skills as the Agenda for the Competence Movement in Vocational and Professional Education
pp. 953
Complex Problem-Solving in a Changing World: Bridging Domain-Specific and Transversal Competence Demands in Vocational Education
pp. 971
Intuition as Crucial Component of Professional Competence: Its Relevance for Competence-based Vocational and Professional Education and Training
pp. 985
Labour Market Uncertainty and Career Perspectives: Competence in Entrepreneurship Courses
pp. 1007
Becoming Globally Competent through Student Mobility
pp. 1029
Social Competence Research: A Review
pp. 1051
Computational Thinking as an Emerging Competence Domain
pp. 1071
Competence Theory and Research: A Synthesis
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