Atomistic and holistic competence In 1996, a paper titled "What is competence?" was published by Hager and Gonczi, which addresses an apparent tension between atomistic and holistic competence. In contrast, the performance of a task is directly observable and doesn't have to be inferred. Unlike atomistic tasks, holistic tasks are not discrete and independent. For example, practice and assessment, will typically involve a simultaneity of several tasks. Furthermore, these tasks will involve ‘situational understanding’, which means that a worker must take into account multiple contexts while being involved in practice. Although tasks are given as an example, Hager and Gonczi stress the importance of integrating competence standards as to also include attributes. Forgetting about attributes and concentrating solely on tasks may lead someone to lapse into a narrow view of occupational competence, they insist. Approaches to competence that focus exclusively on either tasks or attributes ignore the complex nature of competence. Hence an integrated approach to competence standards, which integrates key tasks and attributes, is supported. Multiple scholars have attempted to differentiate between these two traditions. Delamare Le Deist and Winterton (2005) are convinced that since the 1990's the behavioral conception of competence had been transformed into a broader functional conception, which includes knowledge and skills alongside behavioral characteristics. According to Hyland, alternative models only purport to include wide-ranging knowledge and values. He supposes that functional analysis, which would be inherent to behavioral approaches, Furthermore, Hyland clarifies that functional analysis can only wish to supplement or temper a behaviorist approach. There have been numerous competence frameworks supporting competence development. One such initiative is
competence-based teacher education (CBTE), which came about during the 1970s. Rooted in
behavioristic psychology and
educational philosophy, CBTE sought to prepare students for specific functions. However, the undertaken was not devoid of challenges and critiques. In response to the limitations of function-oriented perspectives, the concept of integrated occupationalism emerged. Unlike a narrow focus on job profiles, this approach embraced a broader vision. It emphasized holistic, generic and integrated capabilities that are vital for navigating the complexities of occupational roles. On top of integrated occupationalism, situated
professionalism emerged. This theory established a nexus between competence and the context in which professionals interact. At the core lies the cultivation of a professional
identity, reflecting the principles of
situated cognition. It delves into the idea that competence is shaped by the expectations of stakeholders, guiding the professional towards desired actions and outcomes. The culmination of these endeavors has resulted in the enrichment of professional and
practice-based learning across many fields. Scholars frequently examine interpersonal and intrapersonal competences. For instance, Park et al. (2017) conducted a study on a tripartite taxonomy of character, investigating interpersonal, intrapersonal, and intellectual competences in children. Park et al. has built upon the competency clusters introduced by the
National Research Council (NRC). The tripartite taxonomy was however already apparent since B. B. Rothenberg released her study 'Children's social sensitivity and the relationship to interpersonal competence, intrapersonal comfort, and intellectual level' in 1970. Park et. al has gathered evidence supporting the usefulness of a tripartite taxonomy of character within the school context. The study defines its taxonomy as follows: interpersonal character includes gratitude, social intelligence, and self-control, while intrapersonal character involves academic performance and perseverance. Lastly, intellectual character includes curiosity and enthusiasm. Based on this research orientation, Park et. al. found that interpersonal competence predicts positive peer relations, intrapersonal competence predicts grades and regulated behavior, and intellectual competence predicts class participation and active learning. This is particularly evident in learning and reflecting, which are crucial for developing mental frameworks. Metacompetences often encompass the concept of 'learning to learn'. Metacompetence can also be summarized as the capability to improve one's competences.
Other typologies Various other typologies exist to categorize competence in a wider context. These include: •
Social competence: the ability to navigate social interactions effectively. •
Cultural competence: the ability to meet cultural expectations. •
Cross-cultural competence: the ability to adapt effectively in cross-cultural environments. •
Communicative competence: the ability to communicate adequately, both
verbally and
nonverbally. •
Linguistic competence: the mastery of a specific language, including
grammar,
vocabulary, and
pronunciation. This list is not exhaustive. Competence typologies cover a wide range, with new typologies emerging regularly to address specific contexts. == Disciplines ==