Training teachers in vocational education to accommodate students’ diverse learning needs

Despite the urgency for adequate differentiated instruction (DI) practices in vocational education, there is little research on teacher professional development (TPD) in this context. The authors designed, implemented and evaluated a DI training for vocational teachers. Using elements of Design-Based Research, they aimed to provide insight into the training’s working mechanisms by addressing the research question: ‘How can a training designed to encourage authentic, collaborative and reflective learning in vocational teachers create awareness of the principles underlying effective DI?’ Nine teachers who joined the training participated in focus groups. Results of the thematic analysis imply that the design principles integrated in the training were appreciated by teachers and seem to have contributed to achieving its intended outcome. Nevertheless, a more longitudinal training and strengthened teacher collaboration – facilitated by leadership – are perceived necessary for implementation of the DI principles in teachers’ daily practices.