Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/275452 
Year of Publication: 
2022
Citation: 
[Journal:] Administrative Sciences [ISSN:] 2076-3387 [Volume:] 12 [Issue:] 4 [Article No.:] 182 [Year:] 2022 [Pages:] 1-16
Publisher: 
MDPI, Basel
Abstract: 
This article aims to propose a conceptual model for evaluating the knowledge stage of a professional activity. Starting from an integrative literature review, a method that allows us to assess, criticize and synthesize empirical or theoretical knowledge, we explore the evolutions of the model by Dreyfus and Dreyfus (1980). The collection and analysis process followed a six-stage process, starting from a guiding question and proceeding to a literature search, so that data collection and critical analysis of information could be carried out in a structured and codified way, enabling the discussion of results and, finally, the presentation of the review. As a result, we suggest a model capable of classifying a professional competence in accordance with the literature, through a model that considers practice, theoretical/technical knowledge, and attitude as axes for the evolution of learning. The suggested model contributes to the construction of a skills assessment instrument.
Subjects: 
competency assessment
dreyfus model
learning
skill stages
skills
skills acquisition
Persistent Identifier of the first edition: 
Creative Commons License: 
cc-by Logo
Document Type: 
Article
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