Lifelong Learning through Teacher Design Teams for Interdisciplinary Teaching in Secondary Vocational Education: The Perspective of Different Stakeholders

Abstract

Motivating students in general subjects within secondary vocational education poses a challenge for teachers. Flanders introduced Project Integrated General Subjects (PGS), an interdisciplinary course designed to tackle this issue. However, despite its establishment, the dynamic nature of both society and the vocational student population has made it challenging for PGS teachers to meet learning objectives and to motivate their students. Teacher Design Teams (TDTs) can be a valuable tool for promoting lifelong learning amongst PGS teachers through collaborative creation of curriculum materials. To examine how TDTs can be organised for this specific interdisciplinary course, five focus groups were conducted with PGS stakeholders. The results show the need for a long-term TDT programme with regular meetings in school-based TDTs, complemented by meetings in a networked TDT. The school-based TDTs design curriculum materials and the networked TDT provides teachers support through knowledge exchange and feedback. In the school-based TDTs, an internal coach takes a prominent role, whilst an external coach is present in the networked TDT. Teachers’ autonomy and voluntary commitment, as well as the school management’s support and trust, are essential. Finally, meticulous documentation of the TDT’s progress and an online platform to share designed curriculum materials are recommended.