Based on empirical findings in an Erasmus+ KA2 project titled “Leadership for Learning in VET”, the purpose of this paper is to reveal an empirically based DNA-model symbolizing the individual capacity of leadership for learning. Using the term “leadership for learning”, we address the connection between principals’ leadership for learning and teachers’ leadership for learning in VET. We found the DNA-model to be built by two strands of brick-stones: “Professional Skills and Knowledge” in wired with “Personal Attitude and Beliefs”. The findings presented in this paper are the result of a multiple case study conducted in collaboration with “leaders for learning” across domains of leadership for learning, across four VET schools, and across countries in the EU.
A didactic game is construed as some sort of game where set rules are observed. It is an educating tool serving the didactic purpose. An important aspect of the game is to achieve a strictly defined score. Competences acquired when playing didactic games, e.g. persistence, critical thinking or readiness to run risk, facilitate the development of entrepreneurial attitudes. Examples of didactic games strengthening those competences are location-based games and strategic games.
(Article by Natalia Kaszkowiak and Joanna Tobys, based on the Erasmus+ project Trio2Success outputs)
This document intends to explore any possible connection between Team Building efforts, training of teachers along an educational pathway and experiential learning. Team Building is increasingly valued in the business community as an activity which turns a group of people working together into a team. Through the analysis of some theoretical concepts behind such practice, the intent of this paper is to identify and lay the foundations for the development of the same process in a school setting, from the viewpoint of training the teachers.
Afterwards, through the proposition of a fractal model, the author will analyze how this can deliver a positive impact on the learning level, both from a standpoint of strategy as well as outcomes.