DEVELOPMENT OF TEACHER COMPETENCES IN CREATING POWERFUL LEARNING ENVIRONMENTS IN VOCATIONAL SECONDARY EDUCATION

Year 2010, Volume: 2 Issue: 1, 63 - 69, 01.06.2010

İnge Placklé Arno Libotton Nadine Engels Gwendolyn Hotton

Abstract

Background: At the end of Vocational Secondary Education students should be able to solve
authentic problems individually and in group. Powerful learning environments could enforce these
learning processes. Research question: “Which critical desirable design principles can we define
to create a powerful learning environment in Secondary Vocational Education ? Method: We
combine different perspectives of teachers, students and researchers to build a shared model of
learning environments, which will be perceived as more powerful by all stakeholders. Based on
literature we selected design principles followed by organizing focus groups with teacher
educators and teachers to further adapt these principles.
Preliminary results: We determined eight design principles: Authenticity learning environment,
differentiation, adapted evaluation, self-directed learning, problem solving, teamwork, shared
responsibility design learning environment and (labour) identity development. Each principle
has been further clarified in indicators. This study is part of a larger research project in
developing teacher competences in creating powerful learning environments in Vocational
Secondary Education.

Keywords

secondary vocational education, powerful learning environments, development teacher competences

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