Self-regulation and competence in work-based learning
Research output: Chapter in Book/Report/Conference proceeding › Chapter › Scientific › peer-review
|Title of host publication||Competence-based Vocational and Professional Education. Bridging the Worlds of Work and Education |
|Subtitle of host publication||Bridging the Worlds of Work and Education|
|Publication status||Published - 2016|
|Publication type||A3 Part of a book or another research book|
|Name||Technical and Vocational Education and Training: Issues, Concerns and Prospects|
This chapter discusses the connection between self-regulation and competence in both formal and informal contexts of vocational and professional education. The goal is to show that self-regulation has a theoretical linkage to a multifaceted and holistic approach to competence and that self-regulatory abilities play a role in the development of vocational competence. Different theoretical approaches to self-regulation and competence and the link between the two concepts are discussed. We argue that self-regulation plays an important role in the development of competence, as it is needed to acquire competencies, unified sets of knowledge, skills and views. Self-regulation acts as an indirect factor between competencies and direct formal, non-formal and informal learning processes (e.g. vocational studies, leisure time activities and work) aimed to develop them. In this chapter, we present results of empirical studies on self-regulation and competence to support this argumentation. Several studies with vocational skills competition competitors show that strong self-regulatory abilities are related to successful competition performances. Also results from a study with Finnish in-service air traffic controllers indicate a link between vocational excellence and self-regulative action. Our conclusion is that self-regulatory skills should be taught in addition to the vocation-specific skills in competence-based vocational and professional education.