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--- en:grundlagen_der_kompetenzorientierung [2022/11/25 14:09] – angelegt ch.stoll
+++ en:grundlagen_der_kompetenzorientierung [2022/11/28 16:28] – ch.stoll
@@ Zeile 23: / Zeile 23: @@
-Many (media-)didactic approaches to design learning processes in an appropriate and target group-oriented way go back to **Johann Heinrich Pestalozzi** (Siehe <imgref pestalozzi>). The most important didactic approaches here are that education and educational institutions can only contribute to the development of a learner up to a certain point. Learners must be enabled to develop in a self-determined and independent way. According to Pestalozzi, the learning and development process of a person does not end after school or university. People should learn and develop throughout their lives. The most important contribution to one's development is the ability to examine and question oneself, i.e. to reflect [(Raithel2007>> page: 112f.)].
+Many (media-)didactic approaches to design learning processes in an appropriate and target group-oriented way go back to **Johann Heinrich Pestalozzi** (see <imgref pestalozzi>). The most important didactic approaches here are that education and educational institutions can only contribute to the development of a learner up to a certain point. Learners must be enabled to develop in a self-determined and independent way. According to Pestalozzi, the learning and development process of a person does not end after school or university. People should learn and develop throughout their lives. The most important contribution to one's development is the ability to examine and question oneself, i.e. to reflect [(Raithel2007>> page: 112f.)].
 Another didactic approach that goes back to Pestalozzi is the idea of holistic experience-based learning. Pestalozzi was less concerned with the pure transmission of knowledge and more with the transmission of ideas and skills. Learners should make their own experiences and build their knowledge, skills, and abilities on them. Pestalozzi's well-known triad also refers to this: the "forming of head, heart and hand" is one of Pestalozzi's essential didactical/methodical principles on which different reform pedagogical, didactical approaches and theories are still based today [(HerknerPahl2018>> page: 2)].
@@ Zeile 66: / Zeile 66: @@
 Based on the holistic understanding of teaching-learning processes according to Pestalozzi, amongst others the taxonomic systems by Bloom et al., the following competence model was constructed:
-  * **professional competence (content-based learning)
+  * **professional competence** (content-based learning)
-  * **methodological competence (methodical problem-solving learning)
+  * **methodological competence** (methodical problem-solving learning)
-  * **individual competence (affective-ethical learning)
+  * **individual competence** (affective-ethical learning)
-  * **social competence (social-communicative learning)
+  * **social competence** (social-communicative learning)
 See  [(Franke2005 >> direct: yes; page: 34)], [(Frey2004 >> direct: yes; page: 904-905)] and [(Raithel2007 >> direct: yes; page: 40)].
@@ Zeile 90: / Zeile 90: @@
 ''"**Action competence** is understood as the individual's readiness and ability to behave in professional, social, and private situations in an appropriately reasoned manner as well as in an individually and socially responsible manner [(KMK2018>> page: 15)]."''
-<imgcaption kompetenzmodell|Kompetenzmodell>{{ :kompetenzmodell_einfach.png?direct&400|}}</imgcaption>
+<imgcaption kompetenzmodell|Competency model>{{ :en:competency_model.png?400|}}</imgcaption>