Defining competencies in curriculum and instruction and developing a new competency model
Abstract This research aims to define competencies and propose a new competency model based on expert opinions. Using the Delphi technique, a qualitative research approach was employed. Data were collected through three rounds of Delphi surveys from 29 experts at universities with doctoral programme...
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| Format: | Article |
| Language: | English |
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Springer Nature
2024-11-01
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| Series: | Humanities & Social Sciences Communications |
| Online Access: | https://doi.org/10.1057/s41599-024-03917-2 |
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| _version_ | 1850194741026619392 |
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| author | Mehmet Kart Hüseyin Şimşek |
| author_facet | Mehmet Kart Hüseyin Şimşek |
| author_sort | Mehmet Kart |
| collection | DOAJ |
| description | Abstract This research aims to define competencies and propose a new competency model based on expert opinions. Using the Delphi technique, a qualitative research approach was employed. Data were collected through three rounds of Delphi surveys from 29 experts at universities with doctoral programmes in the field of Curriculum and Instruction (CI), who hold doctoral degrees in this area. In the first round, open-ended questions enabled experts to identify key competencies for CI. The subsequent rounds refined these competencies into a 7-point Likert scale questionnaire. Content and descriptive analysis were applied to the first round, while measures of central tendency and dispersion analysed the second and third rounds. The study culminated in a model encompassing 22 competencies: 5 in knowledge, 10 in skills, and 7 in attitudes and values. The knowledge domain includes sub-competencies such as possessing and deepening knowledge. The skills domain covers areas like teamwork and leadership, knowledge dissemination, independent working, problem-solving, and critical thinking, along with innovative and analytical thinking. The attitudes and values domain comprises professional sensitivity, lifelong learning, and commitment to ethical principles and values. This competency model aligns with the European Qualifications Framework (EQF) and the National Qualifications Framework for Higher Education in Türkiye (NQF-HETR), offering a robust framework for CI doctoral programmes. This model not only enhances the quality of CI education but also ensures alignment with international standards. |
| format | Article |
| id | doaj-art-f6a981eafee740fca4ec6bc8d80453f5 |
| institution | OA Journals |
| issn | 2662-9992 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | Springer Nature |
| record_format | Article |
| series | Humanities & Social Sciences Communications |
| spelling | doaj-art-f6a981eafee740fca4ec6bc8d80453f52025-08-20T02:13:55ZengSpringer NatureHumanities & Social Sciences Communications2662-99922024-11-0111111110.1057/s41599-024-03917-2Defining competencies in curriculum and instruction and developing a new competency modelMehmet Kart0Hüseyin Şimşek1Faculty of Health Sciences, Department of Child Development, Kırşehir Ahi Evran UniversityFaculty of Education, Department of Educational Science, Kırşehir Ahi Evran UniversityAbstract This research aims to define competencies and propose a new competency model based on expert opinions. Using the Delphi technique, a qualitative research approach was employed. Data were collected through three rounds of Delphi surveys from 29 experts at universities with doctoral programmes in the field of Curriculum and Instruction (CI), who hold doctoral degrees in this area. In the first round, open-ended questions enabled experts to identify key competencies for CI. The subsequent rounds refined these competencies into a 7-point Likert scale questionnaire. Content and descriptive analysis were applied to the first round, while measures of central tendency and dispersion analysed the second and third rounds. The study culminated in a model encompassing 22 competencies: 5 in knowledge, 10 in skills, and 7 in attitudes and values. The knowledge domain includes sub-competencies such as possessing and deepening knowledge. The skills domain covers areas like teamwork and leadership, knowledge dissemination, independent working, problem-solving, and critical thinking, along with innovative and analytical thinking. The attitudes and values domain comprises professional sensitivity, lifelong learning, and commitment to ethical principles and values. This competency model aligns with the European Qualifications Framework (EQF) and the National Qualifications Framework for Higher Education in Türkiye (NQF-HETR), offering a robust framework for CI doctoral programmes. This model not only enhances the quality of CI education but also ensures alignment with international standards.https://doi.org/10.1057/s41599-024-03917-2 |
| spellingShingle | Mehmet Kart Hüseyin Şimşek Defining competencies in curriculum and instruction and developing a new competency model Humanities & Social Sciences Communications |
| title | Defining competencies in curriculum and instruction and developing a new competency model |
| title_full | Defining competencies in curriculum and instruction and developing a new competency model |
| title_fullStr | Defining competencies in curriculum and instruction and developing a new competency model |
| title_full_unstemmed | Defining competencies in curriculum and instruction and developing a new competency model |
| title_short | Defining competencies in curriculum and instruction and developing a new competency model |
| title_sort | defining competencies in curriculum and instruction and developing a new competency model |
| url | https://doi.org/10.1057/s41599-024-03917-2 |
| work_keys_str_mv | AT mehmetkart definingcompetenciesincurriculumandinstructionanddevelopinganewcompetencymodel AT huseyinsimsek definingcompetenciesincurriculumandinstructionanddevelopinganewcompetencymodel |