The quest for self-regulation: A design-based approach with vocational teachers

Abstract

In this design-based research study, we join in with vocational teachers and investigate how we can diminish obstacles and optimise students’ self-regulated learning and motivation in pre-vocational secondary education by better understanding the connection between teaching and learning in workplace simulations. The design of authentic and challenging learning tasks that provide students with a clear goal, visible assessment and performance criteria is suggested to be an important starting point. Moreover, direct feedback from the teacher on task level, process level, self-regulated learning level, and self level can reduce the discrepancy between current understanding and performance and promote self-regulated learning and motivation. Method triangulation is used for gathering data, including observations, logbooks of teachers, and questionnaires for students. This research is still in progress, but the set up promises a practice oriented approach, in which teachers are actively involved.