Article 2011

Authentic and self-directed learning in vocational education: Challenges to vocational educators

DB
de Bruijn, Elly D.
 LY
Leeman, Yvonne A.M.
Teaching and Teacher Education
Journal · Vol. 27 · Issue 4 · pp. 694-702
Abstract

This article analyses the dilemmas and practical tensions in implementing competence-based vocational education. Eleven case studies were conducted, including observation of lessons and interviews with teachers and students. The results show that schools meet various fundamental issues in realising this approach. A crucial question is how to stimulate the acquisition and use of a way of knowing and thinking that is based on vocational theory. Reflection, authenticity and coaching are relevant characteristics that are hardly put into practice yet. To understand these results the article reflects on factors that account for the distance between promising concepts and actual teaching practice. © 2010 Elsevier Ltd.

Keywords

Author Keywords

Competence-based education Vocational education self-directed learning Authentic learning Learning activities teacher roles

Index Keywords

Author Affiliations
Universiteit Utrecht, Utrecht, Netherlands
University for Humanistics, Utrecht, Netherlands
Funding & Acknowledgements
Nederlandse Organisatie voor Wetenschappelijk Onderzoek, NWO
Grant: 411-21-301
The authors would like to thank the four other researchers who carried out the research: Marjan Glaudé PhD, Marianne Overmaat PhD, Irma Heemskerk PhD and Louise van de Venne PhD. At the time they all worked at the SCO-Kohnstamm Institute of the University of Amsterdam. This research project was funded by the Netherlands Organization for Scientific Research (NWO) (Project no. 411-21-301).
References 10 References
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