Research in Post-Compulsory Education最新文献_第9页

Teacher educators’ simplex system in navigating the process of responding to disruptive education – a case from Qatar 教师教育者在应对破坏性教育过程中的单一系统——以卡塔尔为例

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Research in Post-Compulsory Education Pub Date : 2022-04-03 DOI: 10.1080/13596748.2022.2042907

Hessa Al-Thani, Youmen Chaaban, Xiangyun Du

{"title":"Teacher educators’ simplex system in navigating the process of responding to disruptive education – a case from Qatar","authors":"Hessa Al-Thani, Youmen Chaaban, Xiangyun Du","doi":"10.1080/13596748.2022.2042907","DOIUrl":"https://doi.org/10.1080/13596748.2022.2042907","url":null,"abstract":"ABSTRACT The study explored teacher educators’ experiences in navigating the process of responding to disruptive education due to the COVID 19 pandemic. From a complexity theory lens, the concept of simplex system was used to examine three teacher educators’ narratives on their teaching experiences prior to, during and post pandemic, as they responded to institutional top-down policy mandating the emergency shift from face-to-face to full-scale synchronised online teaching. Findings of the study suggested that the teacher educators all struggled within the intrapersonal space, consisting of beliefs, motivation, efficacy and emotions during the emergent transition to full-scale online teaching, while they also experienced change of interpersonal relationships with students and colleagues. The study also revealed variations in their individual coping strategies for self-organisation in response to the emergent policy change, utilising their individual sources and prior experiences. The study called for the need to better understand teacher educators’ simplex system at both the individual level and institutional level. Further, it was highly recommended that teacher educators become actively involved in the policy making process and communications; in order to enhance their understanding of complex situations and support their agentic actions in accomplishing their goals.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49362022","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

Investigating assessment in higher education: students’ perceptions 高等教育调查性评估：学生的认知

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Research in Post-Compulsory Education Pub Date : 2022-04-03 DOI: 10.1080/13596748.2022.2042911

Diana Pereira, I. Cadime, M. Flores

引用次数: 1

The advantages of visual methods in exploring hidden subjectivities in post-compulsory education 视觉方法在探索义务教育后隐性主体性中的优势

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Research in Post-Compulsory Education Pub Date : 2022-04-03 DOI: 10.1080/13596748.2022.2042910

Ewan Ingleby, Gary R Currie, Ryan Williams

{"title":"The advantages of visual methods in exploring hidden subjectivities in post-compulsory education","authors":"Ewan Ingleby, Gary R Currie, Ryan Williams","doi":"10.1080/13596748.2022.2042910","DOIUrl":"https://doi.org/10.1080/13596748.2022.2042910","url":null,"abstract":"ABSTRACT This article exemplifies the advantages that researchers have if they apply visual methods and in particular photo-elicitation to qualitative research. The research context is post-compulsory education with the field of study being a new vocational degree programme, and the theoretical content of the article draws on the work of Goffman, alongside theories of literacy as social practice. It is interesting that the policy documents that are framing new vocational degrees are texts written in particular ways and that in the UK these texts are informed by political and economic agendas. However, the texts that have given rise to new vocational degree programmes do not appear to necessarily align with the rich subjective practices which are occurring within this form of post-compulsory education. The research that is presented in this article from selected students and academics who are working on a particular vocational degree reveals profound interpretations of the purpose of new vocational degrees. The imaginative and creative images that are captured by the application of photo-elicitation to this study reveal a fascinating interplay between the policy texts and the subjective interpretations of the purpose of post-compulsory education.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41771965","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

Hope in ‘catastrophic’ times: participants’ stories of nurture and transformation from an innovative community learning initiative “灾难性”时代的希望：参与者从创新的社区学习倡议中培养和转变的故事

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Research in Post-Compulsory Education Pub Date : 2022-04-03 DOI: 10.1080/13596748.2022.2042906

Martin E. Purcell

{"title":"Hope in ‘catastrophic’ times: participants’ stories of nurture and transformation from an innovative community learning initiative","authors":"Martin E. Purcell","doi":"10.1080/13596748.2022.2042906","DOIUrl":"https://doi.org/10.1080/13596748.2022.2042906","url":null,"abstract":"ABSTRACT This paper explores the implementation of an innovative three-year (2017 to 2020) community learning initiative led by a partnership of third sector organisations in a district in the north of England. It explores the initiative’s arrangements for the design and delivery of a varied curriculum and assesses its impact on the lives of participants in a range of community learning activities delivered in diverse settings throughout the district. Around forty formal interviews were conducted with commissioners, providers and participants; informal discussions were held with more participants during thirty observations of community learning activities. The findings demonstrate how a person-centred approach engaged marginalised and vulnerable individuals (many of whom had struggled previously to engage in formal learning programmes) in learning activities. Examples illustrate the transformational potential of community learning in addressing the needs and interests of individuals, contributing to their progression towards higher level learning opportunities and the workplace as well as to enhanced social and emotional outcomes. As society emerges from the constraints of the Covid-19 pandemic, the paper foregrounds this kind of sympathetic community learning provision as a means of supporting the continued engagement and development of individuals likely to be further marginalised by the impacts of the crisis.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42507966","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

Exploring the professionalisation of further education teachers in England 英国继续教育教师专业化探索

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Research in Post-Compulsory Education Pub Date : 2022-04-03 DOI: 10.1080/13596748.2022.2042909

Victoria Wright, Sandi L. Bates, Theresa M. Loughlin, N. Clarke, Dayna Hale

{"title":"Exploring the professionalisation of further education teachers in England","authors":"Victoria Wright, Sandi L. Bates, Theresa M. Loughlin, N. Clarke, Dayna Hale","doi":"10.1080/13596748.2022.2042909","DOIUrl":"https://doi.org/10.1080/13596748.2022.2042909","url":null,"abstract":"ABSTRACT The paper captures the professionalisation of teachers in the further education sector by shining a light on their everyday struggle to uphold their ethical goals in support of their students in a climate of performative and regulatory expectations. It reports on a small-scale qualitative study in which the six participants were either on the Postgraduate Certificate in Post Compulsory Education course (PGCE in PCE) or on the Masters degree in Professional Practice and Lifelong Education (MA PPLE). They were therefore either student teachers or experienced teachers with different lengths of experience. Students were asked to rank order a set of cards and clarify their decisions. Semi-structured interviews were then undertaken in which the participants were asked to bring artefacts of their choice (potentially from their course of study). Reflection points included the construction of self as teacher and the tensions and impact of a range of expectations nationally and locally. Participants shared responses to continuous change in the sector, their institutions and within their practices. All expressed a common and sustained mission to make a difference, no matter how small, to their students’ lives.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48977021","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

Will computers blow up the school: or is our digital wisdom evolving? 计算机会摧毁学校吗?还是我们的数字智慧在进化?

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Research in Post-Compulsory Education Pub Date : 2022-01-02 DOI: 10.1080/13596748.2021.2011515

Janet Hobley

引用次数: 1

PhD students’ identity construction in face-to-face and online contexts 面对面和网络环境下博士生的身份建构

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Research in Post-Compulsory Education Pub Date : 2022-01-02 DOI: 10.1080/13596748.2021.2011507

Haniye Seyri, A. Rezaee

引用次数: 4

Transition of Female Pakistani Students to both the UK and Postgraduate Education Context: Constructing Hybrid Identities through a modicum of control 巴基斯坦女学生在英国和研究生教育背景下的转变:通过少量控制构建混合身份

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Research in Post-Compulsory Education Pub Date : 2022-01-02 DOI: 10.1080/13596748.2021.2011504

H. Sadia, Pauline Prevett, Drew Whitworth, Nurdiana Gaus

引用次数: 0

Joining the dots: theorising professionalism in the English Further Education Sector 加入点：英语继续教育领域的专业理论

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Research in Post-Compulsory Education Pub Date : 2022-01-02 DOI: 10.1080/13596748.2021.2011510

Paul Tully

{"title":"Joining the dots: theorising professionalism in the English Further Education Sector","authors":"Paul Tully","doi":"10.1080/13596748.2021.2011510","DOIUrl":"https://doi.org/10.1080/13596748.2021.2011510","url":null,"abstract":"ABSTRACT Professionalism is an important issue for policymakers in post-16 education because of its established links to competence, morale and staff continuity. Arguably, it is the pursuit of professionalism that ensures high quality teaching and learning, satisfied students and stakeholders, and the ongoing esteem of the general public. However, despite its alleged importance, professionalism has been largely missing as a topic from policy narratives. This lacuna may be linked to common perceptions that professionalism is complex, opaque and difficult to operationalise. Redressing this issue, this article examines what professionalism means to practitioners who work in the English Further Education (FE) sector. 461 practitioners working in teaching, management and curriculum settings completed an online survey, responding to the question: ‘What does being professional mean to you in the context of your working role and duties’? Perceptions of professionalism were content analysed and reported thematically. Using two-way correspondence analysis, the results were theorised as a tripartite model comprising three intersecting professionalism schemas: expertise, service and compliance. This model provides the basis for understanding and exploring the contested properties of professionalism expressed across the FE literature. Uniquely, the model emphasises the role that recognition plays in respondents’ constructions. The article concludes by suggesting a number of ways professionalism in FE might be supported.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47316534","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: 2

Explaining domestic student enrolment growth in Australian private universities and colleges 解释澳大利亚私立大学和学院的国内学生入学率增长

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Research in Post-Compulsory Education Pub Date : 2022-01-02 DOI: 10.1080/13596748.2021.2011503

Buly A. Cardak, M. Brett, Sally K. Burt

{"title":"Explaining domestic student enrolment growth in Australian private universities and colleges","authors":"Buly A. Cardak, M. Brett, Sally K. Burt","doi":"10.1080/13596748.2021.2011503","DOIUrl":"https://doi.org/10.1080/13596748.2021.2011503","url":null,"abstract":"ABSTRACT Australia established a demand-driven funding model for government-subsidised undergraduate places at public universities between 2012 and 2017. This allowed public universities to expand subsidised undergraduate places over this period. However, private universities and colleges did not have access to demand-driven funding but nonetheless grew domestic student enrolments by 38% over the same period, an unexpected difference given that demand-driven funding allowed public universities to expand enrolments with few limitations. To explain differences in growth by institution type, a supply and demand model relevant to public universities and private universities and colleges is developed. The model is used to understand enrolment dynamics and how providers responded to the demand-driven funding environment. Drawing on novel higher education statistics, four hypotheses for the unexpected enrolment growth in private universities and colleges are tested: reputational factors; disciplinary specialisation; price; and appeal to disadvantaged student groups. The data reveal some support for each hypothesis but show disciplinary specialisation is the strongest explanation of enrolment growth outside public universities. The findings illustrate how less established private institutions can grow and compete with more established public universities by responding to market demand and offering specialised programmes to meet that demand.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44913271","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: 2