Tina Gryson
Teachers in secondary vocational education face challenges due to high dropout rates among students (CerdaNavarro et al., 2017). Research shows vocational students’ dropout rates are linked to the allocation of time to general subjects (Hall, 2016; Hermann & Horn, 2023). Although reducing time for general subjects in vocational students’ curriculum can decrease dropout rates, this also negatively impactsvocationalstudents’ preparedness for life and the labour market (Hermann et al., 2019). This creates a paradox. Reducing the number of hours dedicated to general subjects may decrease school dropout rates, but it also impedes the development of essential skills and knowledge vital for the labour market and daily life. Interdisciplinary teaching, exemplified by the ‘Project Integrated General Subjects’ (PGS) course in this dissertation, can make the instructional approach to general subjects more relevant and engaging for vocational students, increasing their motivation and improving their learning outcomes. (Mansurjonovich & Davronovich, 2023). PGS integrates the general subjects (languages, mathematics, sciences and social education) in secondary vocational education in Flanders, aiming to equip vocational students with the self-reliance and resilience needed to succeed in both their
professional and personal lives (Van Cauteren & Van Overmeiren, 2020; Placklé et al., 2020). However, despite the promising intentions behind PGS, vocational students often perceive the course as irrelevant to their future lives (Creten et al., 2001) and the expected learning objectives are not consistently met (Janssens & Willem, 2022). Developing high-quality curriculum materials for vocational students to suit their needs and interests is therefore essential. Additionally, teacher attitudes and beliefs influence student engagement and dropout prevention among vocational students (van Uden et al., 2014; Van Houtte & Demanet, 2016). However, research indicates that teachers in secondary vocational education often have lower trust and diminished beliefs in their students’ teachability compared to those in more academically oriented education (Stevens & Vermeersch, 2010; Van Houtte et al., 2013). In this dissertation, Teacher Design Teams (TDTs), wherein teachers collaborate to design curriculum materials (Handelzalts, 2009), are explored as a potential tool to address the needs of vocational students by enhancing the professional development of PGS in-service teachers and the competence development of PGS pre-service teachers.