Research in Post-Compulsory Education最新文献_第4页

An institutional ethnographic investigation into the pastoral work of course leaders for college-based higher education 高校课程负责人牧灵工作的制度性民族志调查

Research in Post-Compulsory Education Pub Date : 2023-10-02 DOI: 10.1080/13596748.2023.2253653

C. Sutton

{"title":"An institutional ethnographic investigation into the pastoral work of course leaders for college-based higher education","authors":"C. Sutton","doi":"10.1080/13596748.2023.2253653","DOIUrl":"https://doi.org/10.1080/13596748.2023.2253653","url":null,"abstract":"ABSTRACTThe aim of this article is to investigate the pastoral work carried out by Course Leaders of College-Based Higher Education (CBHE), asking the question of how does the pastoral work of Course Leaders for CBHE happen? Taking the standpoint of Course Leaders for CBHE and using the work of Dorothy E. Smith, I adopted an institutional ethnographic approach to investigate the pastoral work. Informants were purposively sampled, and data was collected from interviews with Course Leaders and managers, observations of Course Leaders, field notes and texts relating to the work of Course Leaders. I found that the pastoral work of Course Leaders for CBHE was taking place. It was taking place in the talk of the Course Leaders and visible through the observations I carried out. Yet this work was unseen in terms of the documentation relation to the work of the Course Leaders and the absence of facilities in which to carry out this work. However, pastoral work is something that is required for Course Leaders to deliver with the requirements of their role due to the audit culture inherent in The College Group, driven by the need for accountability and financial stability.KEYWORDS: College-based higher educationcourse leaderspastoral workinstitutional ethnographyaccountability Disclosure statementNo potential conflict of interest was reported by the author.Additional informationFundingThe research formed part of my thesis of a PhD. There was no external funding or grants involved.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"154 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135901558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Employability: a core role of higher education? 就业能力:高等教育的核心角色?

Research in Post-Compulsory Education Pub Date : 2023-10-02 DOI: 10.1080/13596748.2023.2253649

Malcolm Tight

引用次数: 0

Teaching practices that are conducive to supporting the positive emotional well-being of learners in post-compulsory education 在义务教育后，有利于支持学习者积极情绪健康的教学实践

IF 0.7

Research in Post-Compulsory Education Pub Date : 2023-07-03 DOI: 10.1080/13596748.2023.2221117

Mary-Ann Preece

引用次数: 0

Surveying TEFL MA students’ attitude towards research and research methodology course: a mixed research approach TEFL MA学生对研究和研究方法论课程的态度调查：一种混合研究方法

IF 0.7

Research in Post-Compulsory Education Pub Date : 2023-07-03 DOI: 10.1080/13596748.2023.2221120

Mojtaba Asaie, M. A. Farsani

引用次数: 0

The importance of economic, social and cultural capital in understanding professionalism in English Further Education: a Bourdieusian approach 经济、社会和文化资本在理解英语继续教育专业性中的重要性：布迪厄式的方法

IF 0.7

Research in Post-Compulsory Education Pub Date : 2023-07-03 DOI: 10.1080/13596748.2023.2221122

Paul Tully

引用次数: 0

Teacher vulnerability in teacher identity in times of unexpected social change 在意外的社会变革时代，教师身份的脆弱性

IF 0.7

Research in Post-Compulsory Education Pub Date : 2023-07-03 DOI: 10.1080/13596748.2023.2221115

Daniela Bacova, Amanda Turner

{"title":"Teacher vulnerability in teacher identity in times of unexpected social change","authors":"Daniela Bacova, Amanda Turner","doi":"10.1080/13596748.2023.2221115","DOIUrl":"https://doi.org/10.1080/13596748.2023.2221115","url":null,"abstract":"ABSTRACT The COVID-19 pandemic brought unexpected challenges to the lives and professional practice of teachers regardless of their institutional context. Our understanding of how teachers viewed their impact on their perceived sense of professional identity is largely unexplored, especially concerning teachers working in the post-compulsory sector. This article discusses the findings from a small-scale qualitative research project that aimed to investigate, `what teachers’ reflective stories tell us about their perceptions of their professional identities in times of unexpected social change.’ To explore how teachers perceived their professional roles in these challenging times we used a reflective narrative approach in the format of McAdams’s life-story interview (1993). Seven volunteer participants who formed a purposive sample of professionals from a variety of post-compulsory education institutions in the UK were asked to describe key episodes to capture their experiences covering the period from March 2020 to the end of May 2021. The findings focused on how unexpected social changes impacted on teachers’ perceived sense of professional identity, specifically through their sense of vulnerability. Three main themes were identified: vulnerability resulting from questioning professional credibility; vulnerability in the changing dynamics of relationship development; and vulnerability in the pastoral role.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"349 - 372"},"PeriodicalIF":0.7,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43451826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

College higher education commuter students’ experiences of belonging, mattering and persisting with their studies 高校通勤生对学业的归属感、重视感和坚持感

IF 0.7

Research in Post-Compulsory Education Pub Date : 2023-07-03 DOI: 10.1080/13596748.2023.2221116

Isabel Hallam

{"title":"College higher education commuter students’ experiences of belonging, mattering and persisting with their studies","authors":"Isabel Hallam","doi":"10.1080/13596748.2023.2221116","DOIUrl":"https://doi.org/10.1080/13596748.2023.2221116","url":null,"abstract":"ABSTRACT When attending predominately residential universities, commuter students are the minority and typically have poorer outcomes than residential peers. Research demonstrates commuter students identify factors impacting on their persistence and success, include time taken to commute, lack of social integration and a poor sense of belonging. In contrast, most students studying in UK college higher education are commuter students. They are already embedded in local communities, with their family and friends outside of university, and have a different sense of university belonging. Data collected during 13 online focus groups over six months explored college higher education commuter students’ sense of belonging and persistence. Reflexive thematic analysis identified that in contrast to the much-researched notion of belonging being important to students’ persistence, in this group of non-traditional commuter students, the notion of mattering was more important. Students spoke about how college higher education staff, particularly their personal tutors, demonstrated students mattered, and this feeling was reciprocated. Feeling like they mattered helped them to engage with learning and persist with their studies. This paper offers insight for higher education providers with high proportions of commuter students, and recommendations about how providers can foster mattering in their students to develop their persistence and success.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"373 - 389"},"PeriodicalIF":0.7,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41349592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Voices from the deck: lecturers’ and middle managers’ perceptions of effective FE sector professional development 甲板上的声音：讲师和中层管理人员对FE行业有效专业发展的看法

IF 0.7

Research in Post-Compulsory Education Pub Date : 2023-07-03 DOI: 10.1080/13596748.2023.2221121

Andy Goldhawk, R. Waller

引用次数: 0

In pursuit of equity vocational education and training and social justice 追求公平职业教育培训与社会公正

IF 0.7

Research in Post-Compulsory Education Pub Date : 2023-07-03 DOI: 10.1080/13596748.2023.2221119

J. Avis

引用次数: 0

Factors influencing discipline-specific facilitators’ roles in a multi-tiered professional learning programme in higher education 影响高等教育多层次专业学习计划中特定学科辅导员角色的因素

IF 0.7

Research in Post-Compulsory Education Pub Date : 2023-07-03 DOI: 10.1080/13596748.2023.2221123

Hessa Al-Thani, Youmen Chaaban, Xiangyun Du

{"title":"Factors influencing discipline-specific facilitators’ roles in a multi-tiered professional learning programme in higher education","authors":"Hessa Al-Thani, Youmen Chaaban, Xiangyun Du","doi":"10.1080/13596748.2023.2221123","DOIUrl":"https://doi.org/10.1080/13596748.2023.2221123","url":null,"abstract":"ABSTRACT This study investigated the roles of eleven discipline-specific facilitators in a multi-tiered professional learning programme implemented in a higher education context. The study also examined the factors supporting and hindering their emerging roles, as they facilitated professional learning opportunities to other faculty in their colleges, while also being supported by programme coordinators. Using a phenomenological approach, data were generated from multiple qualitative sources, mainly portfolio entries and interviews conducted with the eleven facilitators at the end of Phase 1 and Phase 2 of the programme. Data analysis revealed the emerging facilitation roles, as well as the intricacies of the factors that were either supports or constraints to the different facilitators. Implications for the role that facilitation played in transforming teaching and learning in a centralised context are discussed. Specifically, this study delineated the need for both bottom-up approaches supported by top-down structures, which can enhance teaching and learning pedagogies and practices. This mix of bottom-up agency and top-down authority was shown to better support discipline-specific facilitators and faculty participants alike.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"530 - 549"},"PeriodicalIF":0.7,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44088472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1