Studies in Continuing Education最新文献_第6页

The why of where: Vietnamese doctoral students’ choice of PhD destinations 为什么在哪里:越南博士生选择博士学位的目的地

IF 1.5 4区教育学

Studies in Continuing Education Pub Date : 2022-03-29 DOI: 10.1080/0158037X.2022.2054978

A. Phan

引用次数: 1

Feeling rules for professionals: medical students constructing emotional labour in fiction talk 专业人士的情感规则：医学生在小说对话中构建情感劳动

IF 1.5 4区教育学

Studies in Continuing Education Pub Date : 2022-03-17 DOI: 10.1080/0158037X.2022.2051474

Anja Rydén Gramner

{"title":"Feeling rules for professionals: medical students constructing emotional labour in fiction talk","authors":"Anja Rydén Gramner","doi":"10.1080/0158037X.2022.2051474","DOIUrl":"https://doi.org/10.1080/0158037X.2022.2051474","url":null,"abstract":"ABSTRACT Although there is a large body of research about emotional labour in workplace settings, such as the health professions and the service industry, less is known about the empirical processes through which emotional labour is taught in higher education and professional education. Using medical education as an example, a discursive psychological (DP) approach is used in this paper to detail how the feeling rules of the physician’s profession are constructed by students and tutors in fiction, film, and poetry seminars. From a data set of 36 video- and audio-recorded fiction seminars from two medical schools, 29 sequences of discussions about emotional challenges for physicians were found. These examples have been transcribed in detail and analysed using DP. Analysis shows that students and tutors construct feeling rules as fluid, negotiable and changeable. Feeling rules are defined as the calibration of emotion to suit different situations as well as different physicians with different levels of emotionality. Students deploy constructions of feeling rules to manage student identities, and students and tutors construct emotion as a separation between subjective experience and observable behaviours, where the subject-side experience should be managed or controlled in the way it manifests externally.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":"45 1","pages":"265 - 282"},"PeriodicalIF":1.5,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42401573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The school is not a learning environment: how language matters for the practical study of educational practices 学校不是一个学习环境：语言对教育实践的实践研究如何重要

IF 1.5 4区教育学

Studies in Continuing Education Pub Date : 2022-03-12 DOI: 10.1080/0158037X.2022.2046556

G. Biesta

{"title":"The school is not a learning environment: how language matters for the practical study of educational practices","authors":"G. Biesta","doi":"10.1080/0158037X.2022.2046556","DOIUrl":"https://doi.org/10.1080/0158037X.2022.2046556","url":null,"abstract":"ABSTRACT In this invited commentary for the special issue on ‘How built spaces influence practices of educators’ work: An examination through practice lens,’ I discuss how insights from the theory of practice architecture and the theory of practice ontology are helpful in exploring the complexities of educational practices, particularly with reference to the locations within and through which such practices take place. By focusing on the doings, sayings and relatings that take place in such practices and on their material conditions, the contributions add much nuance and detail to the understanding of educational practices, particularly when such practices are ‘in transition’ due to forces that are often beyond the influence of the actors in such practices themselves. The main critical point I make concerns the sayings utilised by the authors themselves. I suggest that references to ‘learning’ are problematic in the study of educational practices. I single out the idea of seeing schools, colleges and universities as ‘learning environments.’ I provide reasons why this way of engaging with educational practices is problematic – both from a research perspective and from a practice and policy perspective – and suggest that the better designation would be that of seeing them as educational practices.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":"44 1","pages":"336 - 346"},"PeriodicalIF":1.5,"publicationDate":"2022-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45566597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Affective practice architectures of professional learning in international schools 国际学校专业学习的情感实践架构

IF 1.5 4区教育学

Studies in Continuing Education Pub Date : 2022-03-01 DOI: 10.1080/0158037X.2022.2043267

Alexander Kostogriz, Megan Adams, Gary J. Bonar

引用次数: 1

‘I keep my brain on my iPhone’ – being and becoming an emergency physician in a technological age “我的脑子都在iPhone上”——在科技时代成为一名急诊医生

IF 1.5 4区教育学

Studies in Continuing Education Pub Date : 2022-02-17 DOI: 10.1080/0158037X.2022.2028762

Aman Hussain, Tony Rossi, S. Rynne

{"title":"‘I keep my brain on my iPhone’ – being and becoming an emergency physician in a technological age","authors":"Aman Hussain, Tony Rossi, S. Rynne","doi":"10.1080/0158037X.2022.2028762","DOIUrl":"https://doi.org/10.1080/0158037X.2022.2028762","url":null,"abstract":"ABSTRACT The use of mobile information and communication technologies within health and medical education contexts is widespread and generally viewed positively. Such technologies are primarily used for information seeking and are often undertaken informally. This qualitative, phenomenological study offers not only a deep and contextually sensitive discussion of how emergency physicians use mobile technologies in their day-to-day work, but also extends this discussion to the practice of ongoing professional learning in the workplace. We find that the most common uses for mobile technology include (re)checking medicine orders and/or diagnoses and for communicating with other physicians for advice, support, and on occasion, discussion. Moreover, physicians often perceive mobile technology as an extension of self and represent an externalisation of expertise. There is skepticism, however, about the use of these technologies particularly among more experienced and established Attending Physicians (or Consultants in other jurisdictions). In all, these findings provide new perspectives on and further directions for both research and practice in health and medical education contexts given that the use of mobile technology in the emergency department is ubiquitous and increasingly normalised, particularly within the clinical interaction with patients.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":"45 1","pages":"152 - 167"},"PeriodicalIF":1.5,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44237155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The case of socially constructed knowledge through online collaborative reflection 通过在线协作反思的社会建构知识案例

IF 1.5 4区教育学

Studies in Continuing Education Pub Date : 2022-02-06 DOI: 10.1080/0158037X.2022.2029389

Slaviša Radović, O. Firssova, Hans G. K. Hummel, Marjan Vermeulen

引用次数: 2

Taking a step back to move forward: understanding communication skills and their characteristics in the workplace 退一步向前走:了解沟通技巧及其在工作场所的特点

IF 1.5 4区教育学

Studies in Continuing Education Pub Date : 2022-02-06 DOI: 10.1080/0158037X.2022.2030698

Anna K. Touloumakos

{"title":"Taking a step back to move forward: understanding communication skills and their characteristics in the workplace","authors":"Anna K. Touloumakos","doi":"10.1080/0158037X.2022.2030698","DOIUrl":"https://doi.org/10.1080/0158037X.2022.2030698","url":null,"abstract":"ABSTRACT Soft skills have been increasingly recognised as important in the workplace. They have been incorporated, moreover, in education and training curricula internationally. However, their conceptualisation lacks in theoretical grounding. This study fills this gap by taking a skills-utilisation approach (rather than a skills-requirements approach) and studying communication skills in the Human Resource function of two organisations, Flow and Energy. Key informants were participants in the events that were theoretically sampled (e.g. employees, candidates). Observations of interactions between HR professionals and their interlocutors, combined with conversations, interviews and organisational documents provided the data corpus. The analysis combined the key mechanics of grounded theory and discourse analysis. The conceptual framework drew on situated learning. Results indicate that communication skills should not be seen as decontextualised communication behaviours. Instead, communication skills require constant manoeuvring and alignment of communication behaviour (what people do) with the following three factors: the aim of the communication encounter, the actors’ positional identities and the various forms of knowing they bring to the practice. This view unveils the tentative and elusive (rather than transferrable and universally applicable) nature of communication skills. Such an evidence-driven conceptualisation has implications for how soft skills should be researched, understood and developed/accredited.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":"45 1","pages":"188 - 207"},"PeriodicalIF":1.5,"publicationDate":"2022-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43568046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Obstacles, facilitators, and needs in doctoral writing: A systematic review 博士写作的障碍、促进因素和需求:系统回顾

IF 1.5 4区教育学

Studies in Continuing Education Pub Date : 2022-01-30 DOI: 10.1080/0158037X.2022.2026315

Lina Calle-Arango, Natalia Ávila Reyes

{"title":"Obstacles, facilitators, and needs in doctoral writing: A systematic review","authors":"Lina Calle-Arango, Natalia Ávila Reyes","doi":"10.1080/0158037X.2022.2026315","DOIUrl":"https://doi.org/10.1080/0158037X.2022.2026315","url":null,"abstract":"ABSTRACT Writing is one of the main challenges doctoral students face in their process of becoming researchers. Nonetheless, institutional initiatives to support writing processes are relatively recent and not necessarily research-grounded. This systematic literature review aims to address this gap by answering the questions: What obstacles and facilitators in the writing process do doctoral students encounter in the areas of SS&H? And what clues do these offer about students’ needs for institutional support? To do so, we focus on empirical student-centred research. Systematizing the evidence may strengthen pedagogical decisions and programmatic orientations focused on the students’ experiences and writing processes. We analysed a total of 38 studies on these topics collected from mainstream databases and identified patterns of recurring results that illustrate obstacles and facilitators from which the needs arise. Negative self-perceptions and low self-regulation are among the main obstacles of the writing process, while shared writing experiences foster affective dimensions self-regulation, and improve familiarisation with the discursive community. Lastly, institutional spaces specifically dedicated to writing as well as sustained positive and constructive feedback emerged as needs.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":"45 1","pages":"133 - 151"},"PeriodicalIF":1.5,"publicationDate":"2022-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41781864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Adult tertiary education and migrants’ coping strategies in the German labour market 成人高等教育与德国劳动力市场中移民的应对策略

IF 1.5 4区教育学

Studies in Continuing Education Pub Date : 2021-12-29 DOI: 10.1080/0158037X.2021.2003770

Esteban Perez-Gnavi

{"title":"Adult tertiary education and migrants’ coping strategies in the German labour market","authors":"Esteban Perez-Gnavi","doi":"10.1080/0158037X.2021.2003770","DOIUrl":"https://doi.org/10.1080/0158037X.2021.2003770","url":null,"abstract":"ABSTRACT Literature on returns to education and labour market outcomes has been increasingly focusing on skill missmatch with regard to migrants’ integration and adaptation processes. Researchers have studied the efficacy of official validation of prior skills as well as participation in training and vocational programmes as valid resources to expand labour possibilities in the host country. Fewer studies, however, account for the returns to adult higher education, in particular how formal credentials influence skilled-job chances and labour status. In this study, I hereby investigate the effectiveness of host country qualifications against the backdrop of miss-match and under-value of prior qualifications in the new labour market context. Using data from the German Socio-Economic Panel study, I compare the effects of tertiary education degrees between immigrants holding German degrees and those who only possess foreign credentials on their occupational outcomes in the local market. I find that the chances of obtaining a professional job that matches individuals’ skills as well as their occupational status are higher for those with local qualifications. This suggests that local capital in form of tertiary education pertains ‘valid’ credentials that help migrants to achieve better outcomes in new labour market contexts.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":"45 1","pages":"113 - 131"},"PeriodicalIF":1.5,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41829732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teachers’ problem-solving skills in technology-rich environments: a call for workplace learning and opportunities to develop professionally 教师在技术丰富的环境中解决问题的能力:对工作场所学习和专业发展机会的呼吁

IF 1.5 4区教育学

Studies in Continuing Education Pub Date : 2021-12-29 DOI: 10.1080/0158037X.2021.2003769

Bram De Wever, Raija H. Hämäläinen, K. Nissinen, Joonas Mannonen, Lisse Van Nieuwenhove

{"title":"Teachers’ problem-solving skills in technology-rich environments: a call for workplace learning and opportunities to develop professionally","authors":"Bram De Wever, Raija H. Hämäläinen, K. Nissinen, Joonas Mannonen, Lisse Van Nieuwenhove","doi":"10.1080/0158037X.2021.2003769","DOIUrl":"https://doi.org/10.1080/0158037X.2021.2003769","url":null,"abstract":"ABSTRACT This study focuses on the problem solving skills in technology-rich environments of teachers. PIAAC (Programme for the International Assessment of Adult Competencies) data on adults’ (n = 11,294) competencies, is used to investigate how problem solving skills of teachers are associated with sociodemographic, work-related, and everyday-life related background factors. In addition, the problem solving skills in technology-rich environments of teachers are compared with those of other adults with a higher education degree. The main statistical analyses are conducted with logistic regression models under the design-based framework. Our findings illustrate that teachers’ strong or weak skills seem to be associated with sociodemographic factors and work-related factors. When comparing teachers with other professionals, for high problem solving skills numeracy skill use at home was important on top of the sociodemographic factors, while teachers’ weak skills seem to be associated with fewer ICT skill-use at work on top of the sociodemographic factors. Combining our results with earlier research that emphasises the importance of daily activities at work on the one hand, and the lack of room for teachers to actually work and learn together on the other hand, we argue that teachers may benefit from more opportunities to develop professionally at work.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":"45 1","pages":"86 - 112"},"PeriodicalIF":1.5,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42995907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1