Powerful learning environments in secondary vocational education: towards a shared understanding
| Autor: | Katrien Struyven, Arno Libotton, Nadine Engels, Jeroen J. G. van Merriënboer, Inge Placklé, Karen D. Könings |
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| Přispěvatelé: | Multidisciplinair Inst. Lerarenopleiding, Teacher Education, Voicing Youth, Dynamics in Innovation, Research and Higher Education, EU-China Higher Education Research Center, Brussels research center for Innovation in Learning and Diversity, Educational Science, RS: SHE - R1 - Research (OvO), Onderwijsontw & Onderwijsresearch |
| Rok vydání: | 2019 |
| Předmět: |
Co-design
Cooperative learning PERCEPTIONS stakeholder perspectives 21st century skills TEACHERS media_common.quotation_subject Individualized instruction STUDENTS DESIGNERS Education TRACKING secoondary vocational education Perception ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education shared understanding 0501 psychology and cognitive sciences powerful learning environment Competence (human resources) media_common Self-management 05 social sciences vocational education 050301 education COMPETENCE PERSPECTIVES Vocational education SCHOOL co-design powerful learning environments Psychology 0503 education RESEARCH-PRACTICE PARTNERSHIPS 050104 developmental & child psychology |
| Zdroj: | European Journal of Teacher Education, 43(2), 224-242. Routledge/Taylor & Francis Group |
| ISSN: | 1469-5928 0261-9768 |
| DOI: | 10.1080/02619768.2019.1681965 |
| Popis: | Stakeholders in vocational education have difficulties communicating and collaborating on the design of education because they often lack a shared understanding of what constitutes effective student learning. The aim of this study is to investigate whether the perspectives of teacher educators, teachers and students on good education in vocational education are aligned with what literature says about Powerful Learning Environments (PLEs) and to what extent the perspectives of different groups of stakeholders are mutually aligned. Results of nine focus group interviews showed that perspectives are mostly similar in the three groups. They strongly favoured authentic and challenging pathways, endorsed the importance of supporting opportunities for developing key competences and, although not univocal by students, adaptive teaching and learning support, within a positive and safe learning community. Differences between preferences of different stakeholders on some of the design characteristics of PLEs underline the importance of developing a shared understanding about learning and teaching among stakeholders. |
| Databáze: | OpenAIRE |
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