From practice-based research to competency-based learning
DOI:
https://doi.org/10.5902/2318133874370Keywords:
Practice-Based Research. Administration. Learning in Practice. Skills. Teaching Case.Abstract
F
Faced with the existing gap in formal education regarding the dissonance between learning and competence development, the objective of this article is to investigate how the "Teaching Case" method corroborates Practice-Based Research, placing practice as a priority for understanding of students' learning and skills development. The study demonstrates the contribution of the Inspirational Teaching Case method to the teaching-learning process according to four categories: practical learning; theories subordinated to practice; interesting challenge and engagement. The research results indicate that the Teaching Case allows articulating the four categories and that this articulation contributes to competence-based learning.
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