Concept of competence: A conceptual clarification

By F. Weinert. 2001

1,360 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f21f9b3c45595cc05faaab0f205fa03d6fb2b10b

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Citations in the corpus

How to Enhance Interdisciplinary Competence—Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning (2017, background): “Furthermore, interdisciplinary learning might enhance competencies “that are useful for achieving many important goals, mastering different tasks, and acting in unfamiliar situations” (Weinert, 2001a, p. 52).”
Initial training in professional psychology: The practicum competencies outline. (2007, background): “The second organizing principle for the Outline is composed of metaknowledge and metacompetency (Weinert, 2001).”
On an Approach to Testing and Modeling Competence (2013, background): “More specifically, I (Shavelson, 2010b, 2012; see also Weinert, 2001) identified seven facets of competence and its assessment: (a) complexity—a complex physical and/or intellectual ability or skill; (b) performance—a capacity not just to “know” but also to be able to do or perform; (c)…”
A systematic literature review of the current discussion on mathematical modelling competencies: state-of-the-art developments in conceptualizing, measuring, and fostering (2021, background): “The analytic definition of competence refers to the seminal work of Weinert (2001), which described it as “the cognitive abilities and skills available to individuals or learnable through them to solve specific problems, as well as the associated motivational, volitional and social readiness and…”
Beyond Knowledge: Measuring Primary Teachers’ Subject-Specific Competences in and for Teaching Mathematics with Items Based on Video Vignettes (2015, background): “These demands are needed, as they build the reference frame for the conceptualization of the competence (Weinert, 2001).”
Current Issues in Competence Modeling and Assessment (2008, background): “Although it has been in use for decades, the term “competence” has enjoyed increasing currency in psychology and its neighboring disciplines in the last few years (e.g., Csapó, 2004; Klieme, Funke, Leutner, Reimann, & Wirth, 2001; Rychen & Salganik, 2001, 2003; Sternberg & Grigorenko, 2003; Weinert,”
Students' expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction (2010, background): “…be described as different facets of competences such as theoretical and methodical knowledge as well as skills required for problem solving, personal/social competences (e.g., in self-regulated or collaborative learning), and/or media competence (Paechter, Maier, & Macher, in press; Weinert, 2001).”
Competence in Competency-Based Supervision Practice: Construct and Application (2007, background): “Metacompetence, or knowing what one knows and what one does not know, dates back to Spinoza (Weinert, 2001) and has been described by Hatcher and Lassiter (in press) as an organizing principle of great importance to the clinical training and development of competence of a psychologist.”
What makes an expert university teacher? A systematic review and synthesis of frameworks for teacher expertise in higher education (2020, background): “Teacher competency partly overlaps with the previously described perspective, because teacher knowledge is often considered to be part of competency, combined with other components such as skills, attitudes and values (Weinert, 2001; Toom, 2017).”