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Volume 8, Issue 2
  • ISSN: 2054-7668
  • E-ISSN: 2054-7676

Abstract

This article describes and documents a step-by-step, iterative process of competency modelling – a way of identifying, generating and disseminating professional knowledge-based competencies in the field of drama therapy. The authors, the Education Competency Team (ETC) designated by the North American Drama Therapy Association (NADTA) board, discuss the significance of and the need for knowledge competencies, as well as the importance of transparency in their design. Relevant literature defining competency-based learning, its connection to skill, employment and equity, as well as a detailed outline of the three-tiered recursive method used collaboratively to create this inaugural document are included. We conclude with a discussion of limitations and future directions for the model, which also evidences as a living document.

Resumen

Este artículo describe y documenta un proceso iterativo paso a paso del modelado de competencias: una forma de identificar, generar y difundir competencias profesionales basadas en el conocimiento en el campo de la dramaterapia. Los autores, el Equipo de Competencia Educativa (ECE) designado por la Junta de la Asociación Norteamericana de Dramaterapia (NADTA), analizan la importancia y la necesidad de las competencias de conocimiento, así como la importancia de la transparencia en su diseño. Se incluye literatura relevante que define el aprendizaje basado en competencias, su conexión con la habilidad, el empleo y la equidad, así como un esquema detallado del método recursivo de tres niveles utilizado en colaboración para crear este documento inaugural. Concluimos con una discusión de las limitaciones y direcciones futuras del modelo, que también se evidencia como un documento vivo.

Résumé

Cet article décrit et documente un processus itératif, étape par étape, de modélisation des compétences – une manière d’identifier, de générer et de diffuser des compétences professionnelles basées sur les connaissances dans le domaine de la drama thérapie. Les auteurs, l’équipe de compétences en éducation (ETC) désignée par le conseil d’administration de la North American Drama Therapy Association (NADTA), discutent de l’importance et du besoin de compétences de connaissances, ainsi que de l’importance de la transparence dans leur conception. La littérature pertinente définissant l’apprentissage basé sur les compétences, son lien avec les habiletés, l’emploi et l’équité, ainsi qu’un aperçu détaillé de la méthode récursive à trois niveaux utilisée en collaboration pour créer ce document inaugural sont inclus. Nous concluons par une discussion des limites et des orientations futures du modèle, qui se présente également comme un document évolutif.

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2022-10-01
2024-09-18
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/content/journals/10.1386/dtr_00105_1
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Designing a model of knowledge competencies within drama therapy: Phase 1
Drama Therapy Review 8, 175 (2022); https://doi.org/10.1386/dtr_00105_1
/content/journals/10.1386/dtr_00105_1
/content/journals/10.1386/dtr_00105_1
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  • Article Type: Article
Keyword(s): colaboración comunitaria; collaboration communautaire; community collaboration; competencias de conocimiento; competency modelling; compétences cognitives; document vivant; documento vivo; drama therapy; dramaterapia; dramathérapie; knowledge competencies; living document; modelado de competencias; modélisation des compétences; NADTA

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