In present-day society students are no longer expected to learn for stable employment, but for lifelong employability. This implies a major shift in educa- tional approach. Previous research has shown which characteristics of learning environments correlate with students’ competences to self-direct their careers, but until now this had not inspired intervention studies. Following a baseline measure (reported in Winters et al. 2009), we studied vocational training conver- sations during the transition to competence-based education in the Netherlands and more speciﬁcally before and after a speciﬁc teacher training. Results show a signiﬁcant shift in the organisation of career learning conversations as a result of the teacher training, but also highlight the difﬁculty of actual behavioural change in educational reform.
|Number of pages||18|
|Journal||Journal of Vocational Education & Training|
|Early online date||4 Jul 2012|
|Publication status||Published - Jul 2012|
- career learning
- reﬂective learning
- intervention study