Competence Analysis and Reflection Process

The Leibniz School of Education has set itself the task of enabling students to take a reflective approach to their choice of study and career. In this context, it has been offering a peer mentoring programme for student teachers since the summer semester 2017, within which this reflective approach can be facilitated and practised.

The reflective approach is based on the analysis and reflection of one's own already existing competencies and future professional requirements in the teaching profession. For this process the Competence Analysis and Reflection Process (ComRef Process) was developed, which is a primary component of peer mentoring. The ComRef process was developed on the basis of established procedures for the analysis and reflection of competences (e.g. Gillen/Dehnbostel 2007, Lang-von Wins/Triebel 2007) and was specially adapted to the case of student teachers.

The process is based on five successive steps (see table below), each of which makes a special contribution to this reflective approach to one's own study and career choice.  

OVERVIEW OF THE COMREF-PROCESS

Steps Focus

1 – Competence Analysis through CV work

Drawing up competences

2 – Competence Reflection through conversation

 

Presenting your competences and arguing them

Receiving competence assessment from a third party  

3 – Profession oriented competence assessment

 

Reflection on the basis of teaching relevant video case vingettes
4 - Reflection of Choice of Study

Reviewing study and/or profession choice

Basis of previous experiences in university and the peer-mentoring programme  

5 – Further Development in your Studies

Planning next steps

  • Step 1 : Competence Analysis through CV work#

    STEP 1 : COMPETENCE ANALYSIS THROUGH CV WORK#

    • 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.

  • Step 2: Competence Reflection in and through conversation

    STEP 2: COMPETENCE REFLECTION IN AND THROUGH CONVERSATION

    • 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.

  • Step 3: Profession oriented competence assessment

    STEP 3: PROFESSION ORIENTED COMPETENCE ASSESSMENT

    • 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.

  • Step 4: Reflection on Choice of Study

    STEP 4: REFLECTION ON CHOICE OF STUDY

    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.  

  • Step 5: Further Development during your Studies

    STEP 5: FURTHER DEVELOPMENT DURING YOUR STUDIES

    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.


Literature  

Gillen, Prof. Dr. Julia; Dehnbostel, Prof. Dr. Peter (2007): Der Kompetenzreflektor - Ein Verfahren zur Analyse und Reflexion von Kompetenzen. In: Erpenbeck, John; von Rosenstiel, Lutz (Hrsg.): Handbuch Kompetenzmessung - Erkennen, verstehen und bewerten von Kompetenzen in der betrieblichen, pädagogischen und psychologischen Praxis. 2. Aufl. Stuttgart: Schäffer-Poeschel Verlag. S.459-471.

Lang-von Wins, Thomas; Triebel, Prof. Dr. Claas (2007): Kompetenzenbilanz In: Erpenbeck, John; von Rosenstiel, Lutz (Hrsg.): Handbuch Kompetenzmessung - Erkennen, verstehen und bewerten von Kompetenzen in der betrieblichen, pädagogischen und psychologischen Praxis. 2. Aufl. Stuttgart: Schäffer-Poeschel Verlag. S.412-421.