Authentiek en zelfgestuurd leren in het mbo

Abstract

This article gives a description of tensions and dilemmas in the implemen-tation of competence-oriented learning. Eleven case studies were conducted in (technical) secondary vocational education. Lessons were observed and teachers and students were interviewed about ten different components of a powerful learning environment for the development of vocational competencies. The results (researched by questionnaire) show that in all case studies schools want to develop innovative learning environments. They succeeded the best to develop components that are compatible with traditional forms of teaching and learning like adaptive instruction. Components like coaching, reflection, broad assessment and authenticity were scarcely found in practice. To understand these results conceptual, cultural and political factors have to be taken into account.