Self-directed learning in Germany: from instruction to learning in the process of work.

Autor/in	Straka, Gerald A.
Titel	Self-directed learning in Germany: from instruction to learning in the process of work.
Quelle	Aus: Straka, Gerald A. (Hrsg.): European views of self-directed learning. Historical, conceptional, empirical, practical, vocational. Münster, Westfalen: Waxmann (1997) S. 140-152Verfügbarkeit
Beigaben	Literaturangaben; Tabellen 1; Grafiken 4
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Bildungsforschung; Selbstständiges Lernen; Berufsausbildung; Berufsbildung; Berufsbildendes Schulwesen; Fortbildung; Berufsbegleitende Weiterbildung; Deutschland
Abstract	Theory and practice of vocational education in Western Germany after 1945 shifted from the ' Four-Steps-Method' to the 'Leittextmethode' (guiding text method) supporting self-direction in learning. The latter is based on the concept of the complete action which is a necessary, but not sufficient, condition for learning, as the author points out. The academic discussion on self-directed learning reached its first peak around 1980. In the late eighties and early ninetees, a number of studies verified the importance of self-directed learning in the process of work and measures for improving self-direction in learning were undertaken. As part of a national research programme about teaching- learning processes in primary commercial education (1994-1999), several research projects will attempt to conceptualize, validate and investigate different methods of improving self-direction in learning. As an example, the conception of a two shells-model of motivated self- directed learning is presented and environmental conditions which support self-directed learning in the process of work are discussed. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2000_(CD)