Educational Trajectories of Non-Traditional Students: Stories Behind Numbers

Q3 Social Sciences

Studia Paedagogica Pub Date : 2021-01-25 DOI:10.5817/SP2020-4-5

Karla Brücknerová, Katarína Rozvadská, Dana Knotová, Libor Juhaňák, M. Rabušicová, P. Novotný

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引用次数: 3

Abstract

This article aims to identify, measure, and deeply understand the educational trajectories of non-traditional students (students over the age of 26 who are enrolled following a break in their formal educational trajectory) studying for education degrees in the Czech Republic. To fulfill the aims, we adapted previously identified types of educational trajectories that are traveled by non-traditional students to the circumstances of the Czech higher education system. We measured the distribution of three types (deferrers, returners, and recurrent learners) in a sample of 713 non-traditional students. We found that the types were nearly evenly distributed, with a slight prevalence of deferrers. For a deeper understanding of these types, we analyzed 30 narrative interviews. Qualitative data revealed each group's specific features, including their attitudes toward higher education studies, their academic enculturation, and their academic skills. We suggest that the returner type should be split into two categories for more specific quantitative analysis. On the basis of our research, we offer tailored recommendations for supporting particular groups of non-traditional students.

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非传统学生的教育轨迹：数字背后的故事

本文旨在确定、衡量并深入了解在捷克共和国攻读教育学位的非传统学生（26岁以上的学生，在正式教育轨迹中断后入学）的教育轨迹。为了实现这些目标，我们将之前确定的非传统学生的教育轨迹类型与捷克高等教育系统的情况相适应。我们在713名非传统学生的样本中测量了三种类型（延期者、返校者和反复学习者）的分布。我们发现，这两种类型几乎分布均匀，延期者的患病率略高。为了更深入地理解这些类型，我们分析了30次叙述性采访。定性数据揭示了每个群体的具体特征，包括他们对高等教育研究的态度、他们的学术修养和他们的学术技能。我们建议将返回器类型分为两类，以便进行更具体的定量分析。根据我们的研究，我们为支持特定的非传统学生群体提供量身定制的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studia Paedagogica Social Sciences-Education

CiteScore

1.00

自引率

0.00%

发文量

审稿时长

12 weeks

期刊介绍： Studia Paedagogica publishes original papers on education, upbringing and learning from all spheres of social life. The papers are theoretical, but mainly empirical as the journal publishes research undertaken in the Czech Republic and abroad. The journal publishes only original research papers and is open to both experienced and early researchers. Early researchers can publish their papers in the section Emerging Researchers of the journal and are offered intensive editorial support. The journal is interdisciplinary - it covers current topics in educational research while at the same time providing scope for studies grounded in other social sciences. The journal publishes four issues per year, two issues are dedicated to general interest articles and are in Czech, two issues are on a single topic and are in English. Studia Paedagogica is a peer reviewed journal published by the Masaryk University. The executive editors are members of the staff of the Department of Educational Sciences and the editorial board comprises of international experts. The name of the journal is derived from the name of its predecessor, Studia minora facultatis philosophicae universitatis brunensis (Sborník prací filozofické fakulty brněnské univerzity), which was issued from 1996 to 2008. However, the tradition of the journal dates much further back as the pedagogical-psychological series of the journal was published even between 1966 to 1995.