New Forms of Learning in German TVET – Theoretical Remarks and Empirical Results

Abstract

The chapter summarizes the research on self-directed and situated learning in German technical and vocational education and training. Focusing on three case studies, the following results are emphasized: 1. The relevance of experience-relatedness and dialogicity of learning is confirmed. To increase the reliance on situated and self-directed learning it is necessary to support self-reflective processing of experiences and dialogue among those involved. 2. Beside the necessity of the active commitment of individuals and of appropriate didactic resources, self-directed learning needs the embedding in a broader context of organizational development. 3. Self-directed learning needs performative collective patterns of learning and learning support that the organization performs in its practice. 4. The research and development of self-directed and situated learning must not look only at the in-house clientele that is already conducting knowledge-based operations and thereby act in a remarkably self-directed manner.