Competence Analysis and Reflection Process

• The first step in the ComRef-Process is the individual competence analysis. Here, the mentees are asked to remember formative experiences in their previous lives, to document them and to visualize them in the form of a developmental point profile. Building on this, they analyse the competences that have emerged from these experiences, both independently and in a group.

• On the basis of these findings, the mentees present their experiences graphically in the form of the development point profile. This representation is important, for example, to make visible any positively challenging or negatively stressful situations they have experienced and to gain an awareness of the developmental points they have achieved so far.

• In this step, the visualized development point profile serves as an occasion for discussion with regard to the reflection on competence. This reflection focuses on the increasing areas of the development point profile. Primarily, the question is what enabled the negative situations to be overcome and what resources and competencies developed from them. To this extent, a consistently resource-oriented attitude is adopted within this. It is particularly important at this point that it is not a question of discussing the formative experiences themselves, but rather the competence development triggered by them.

• In addition to this self-referenced competence analysis (Step 1 and Step 2), mentees in Step 3 deal with relevant competences relating to the teaching profession. Using video case vignettes, they analyse, on the one hand, which competences are required by the respective situation and, on the other hand, reflect on which of their own competences they can contribute to cope with this situation.

On the basis of the previous analysis and reflection processes (steps 1-3), the mentees review their choice of studies. Within this process, they take into account all previous findings from the analyses and discussions with the other mentees and with the peer mentor, as well as their previous experience with the study programme itself.

Since this reflection is very individual, it takes place in individual work at this point. In this step, the mentees are asked to write a letter to themselves in which they state where they see themselves in a year.  

Based on the outcome of the review of the study choice decision, the mentees plan the steps necessary to achieve their goals and/or visions from the letter to themselves (see step 4) Cornerstones of this could be the choice of course, planning of additional qualifications, internships, change of subject or similar. By drawing up an action plan using SMART-goals, mentees can formulate concrete objectives that will help them achieve their goals.