Journal of Adult and Continuing Education最新文献_第4页

Adult refugees and asylum seekers’ basic need satisfaction and educational success in pre-study programmes in Germany 成年难民和寻求庇护者在德国学习前课程中的基本需求满意度和教育成功率

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-03-22 DOI: 10.1177/14779714241237976

M. Grüttner

{"title":"Adult refugees and asylum seekers’ basic need satisfaction and educational success in pre-study programmes in Germany","authors":"M. Grüttner","doi":"10.1177/14779714241237976","DOIUrl":"https://doi.org/10.1177/14779714241237976","url":null,"abstract":"Host country education can be crucial for the social integration as well as labour market outcomes of refugees and asylum seekers. To meet the same admission criteria for studying at German higher education institutions (HEI) as other international student applicants, refugees and asylum seekers can attend pre-study programmes at preparatory colleges or language centres of HEI. According to the self-determination theory, the satisfaction of basic psychological needs is relevant to learning motivation and success in educational contexts. This paper examines the differences in the satisfaction of basic needs (autonomy, competence, and relatedness) and learning motivation between refugees and other international student applicants, and the extent to which these differences explain inequalities in the probability of success in pre-study programmes. Data from participants in pre-study programmes at 18 HEI show no significant differences in basic need satisfaction and learning motivation between the respective groups of learners. While basic need satisfaction and motivation make only a small contribution to the explanation of success in pre-study programmes, the biographical and social situation manifested in previous study experiences, age, and social resources seem to be of significance. Implications for further research and practice are discussed.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140216474","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

Insight into the demand for digital skills at the workplaces of agricultural engineering graduates in Vietnam 洞察越南农业工程专业毕业生工作场所对数字技能的需求

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-03-05 DOI: 10.1177/14779714241237450

Quan Thuan Kieu

{"title":"Insight into the demand for digital skills at the workplaces of agricultural engineering graduates in Vietnam","authors":"Quan Thuan Kieu","doi":"10.1177/14779714241237450","DOIUrl":"https://doi.org/10.1177/14779714241237450","url":null,"abstract":"This study aimed to investigate the demand for digital skills in the workplaces of agricultural graduates to shed light on the specific requirements of digital skills in their jobs. The study employed a qualitative approach and conducted a total of eight semi-structured interviews with graduates from two departments of an agricultural university in Vietnam. The obtained data, processed through thematic coding techniques, successfully revealed insights into digital skills’ demand in the jobs of selected participants. Firstly, digital skills were found to be compulsory requirements for jobs for agricultural graduates, although the specific requirements for digital skills varied from job to job. Secondly, the findings revealed that different jobs require different types and levels of digital skills. Thirdly, the performance of digital skills depends on the availability and management of workplaces’ digital technology. The study also found that graduates may have the opportunity to obtain jobs that are not directly related to their learning programmes but require digital skills associated with their speciality. The study recommends applying the findings to multiple stakeholders, including government policymakers, higher education policymakers, employers, and higher education students, to bridge the gap between the higher education supply and the market demand for digital skills.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140047756","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

Rural home care nurses’ experiences with continuing nursing education 农村家庭护理护士对护理继续教育的体验

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-02-29 DOI: 10.1177/14779714241236283

Michelle Pavloff, Mary Ellen Labrecque, Jill Bally, Shelley Kirychuk, Gerri Lasiuk

{"title":"Rural home care nurses’ experiences with continuing nursing education","authors":"Michelle Pavloff, Mary Ellen Labrecque, Jill Bally, Shelley Kirychuk, Gerri Lasiuk","doi":"10.1177/14779714241236283","DOIUrl":"https://doi.org/10.1177/14779714241236283","url":null,"abstract":"Purpose: Rural home care nurses require access to continuing nursing education to address the increasing complexity of client care needs. There is currently limited literature on continuing nursing education for rural home care nurses. The purpose of this study was to explore the continuing nursing education experiences of rural home care nurses. Sample: Purposive and snowball sampling were used to recruit registered nurses who worked in publicly funded rural home care in one western Canadian province, in communities with a population of less than 10,000 people. Twenty rural home care nurses participated in semi-structured telephone interviews. Methods: This study used interpretive description as its method of inquiry and analysis. Data was collected between December 2020 and May 2021 and the analysis was supported using NVivo 12 software. Findings: Key findings from this study contribute to the description of western Canadian rural home care nursing roles and the degree of autonomy required to provide expert care in the home environment. Rural home care nurses’ experiences with continuing education are impacted by external factors including (1) Chameleonic Practice (One-Person Show, Professional Intersection, Becoming their Person), (2) Foundational Instability (Roadblocks to Learning, Stretched Thin, Rural Repatriation) and (3) Learning Leadership (Filling the Learning Bucket, Finding a Way, Learning Reciprocity). Conclusions: The findings of this study suggest that the continuing nursing education experiences of rural home care nurses is dependent on many factors. Significant policy changes and updated standards of practice are required to support safe client care through the delivery of evidence-informed continuing nursing education.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140046118","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

Enhancing lifelong learning and professional growth: Exploring the role of self-directed learning for university educators 加强终身学习和专业成长：探索自主学习对大学教育工作者的作用

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-02-27 DOI: 10.1177/14779714241236282

Sara Abou Said, Wael Abdallah

引用次数: 0

Towards an invisible marginalisation of disadvantaged adult learners? Analysing the resource mobilisation strategies of the EU member states for achieving the European Education Area, 2025 实现弱势成人学习者的隐形边缘化？分析欧盟成员国为实现 2025 年欧洲教育区目标而采取的资源调动战略

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-02-26 DOI: 10.1177/14779714241234532

Shalini Singh

引用次数: 0

Understanding student perceptions and motivations in non-traditional online degree completion programs: An exploratory case study 了解学生对非传统在线学位完成课程的看法和动机：探索性案例研究

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-02-26 DOI: 10.1177/14779714241235599

Susan Watson, Kara Fulton, Seth Ketron

引用次数: 0

Challenges of participation in adult basic literacy: Practical implications for practitioners 参与成人基础扫盲的挑战：对从业人员的实际影响

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-02-22 DOI: 10.1177/14779714241235049

Sidra Noreen, Zafar Iqbal

引用次数: 0

Continuing professional development of vocational teachers in Kenya: Challenges and coping strategies 肯尼亚职业教师的持续专业发展：挑战与应对策略

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-02-08 DOI: 10.1177/14779714241232595

Moses Njenga

{"title":"Continuing professional development of vocational teachers in Kenya: Challenges and coping strategies","authors":"Moses Njenga","doi":"10.1177/14779714241232595","DOIUrl":"https://doi.org/10.1177/14779714241232595","url":null,"abstract":"Vocational teachers participate in Continuing Professional Development (CPD) to develop their professional competencies. In developing country contexts however, it is not always clear what challenges vocational teachers face in their CPD or how they attempt to resolve those challenges. This study therefore investigated the challenges vocational teachers in Kenya face in their CPD and the coping strategies they adopt. Viewing teachers as adult learners, the study adopted a concurrent mixed methods approach whereby interview and questionnaire survey data were collected from vocational teachers in six vocational institutions in Kenya’s Nairobi Metropolitan Area and analysed using thematic and statistical analysis. Vocational teachers in Kenya were found to face multiple challenges concurrently, which were categorized as lack of opportunity and access (e.g. failing to find relevant CPD), systemic restrictions (e.g. hindrances due to costs and lack of time), and personal difficulties (e.g. negative self-evaluation of ability). The strength of these challenges was found to vary with the characteristics of teachers. Coping strategies included cutting down on spending, taking loans, moonlighting, and ‘juggling time’. Findings show the need for a clear policy on vocational teacher CPD, provision of financial and non-financial support, and reworking the school calendar to create time for CPD.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139851721","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

Continuing professional development of vocational teachers in Kenya: Challenges and coping strategies 肯尼亚职业教师的持续专业发展：挑战与应对策略

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-02-08 DOI: 10.1177/14779714241232595

Moses Njenga

{"title":"Continuing professional development of vocational teachers in Kenya: Challenges and coping strategies","authors":"Moses Njenga","doi":"10.1177/14779714241232595","DOIUrl":"https://doi.org/10.1177/14779714241232595","url":null,"abstract":"Vocational teachers participate in Continuing Professional Development (CPD) to develop their professional competencies. In developing country contexts however, it is not always clear what challenges vocational teachers face in their CPD or how they attempt to resolve those challenges. This study therefore investigated the challenges vocational teachers in Kenya face in their CPD and the coping strategies they adopt. Viewing teachers as adult learners, the study adopted a concurrent mixed methods approach whereby interview and questionnaire survey data were collected from vocational teachers in six vocational institutions in Kenya’s Nairobi Metropolitan Area and analysed using thematic and statistical analysis. Vocational teachers in Kenya were found to face multiple challenges concurrently, which were categorized as lack of opportunity and access (e.g. failing to find relevant CPD), systemic restrictions (e.g. hindrances due to costs and lack of time), and personal difficulties (e.g. negative self-evaluation of ability). The strength of these challenges was found to vary with the characteristics of teachers. Coping strategies included cutting down on spending, taking loans, moonlighting, and ‘juggling time’. Findings show the need for a clear policy on vocational teacher CPD, provision of financial and non-financial support, and reworking the school calendar to create time for CPD.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139791855","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

Relevance and effectiveness of primary school teachers’ professional development policy and practices in Oromia regional state, Ethiopia 埃塞俄比亚奥罗米亚州小学教师专业发展政策与实践的相关性和有效性

IF 1.9

Journal of Adult and Continuing Education Pub Date : 2024-02-01 DOI: 10.1177/14779714241231241

G. M. Geletu

{"title":"Relevance and effectiveness of primary school teachers’ professional development policy and practices in Oromia regional state, Ethiopia","authors":"G. M. Geletu","doi":"10.1177/14779714241231241","DOIUrl":"https://doi.org/10.1177/14779714241231241","url":null,"abstract":"The study evaluated the relevance and effectiveness of primary school teachers’ professional development policy and practices in Oromia Regional State. The researcher used a mixed method with concurrent triangulation design. The researcher selected a total of 618 samples of the study using different sampling techniques such as purposive, convenience, stratified, and simple random sampling techniques. The data were collected from primary sources of data such as teachers, mentors, principals, supervisors, coordinating committees, and parents using questionnaires, interview, focus group discussion, document examination, and observation. The researcher analyzed the data using mean, standard deviation, one-way ANOVA and post-hoc test, and thematic narration. The findings of study showed that teachers’ professional development practices were powerless to update professional competencies and improve professional and innovative pedagogical practices in classrooms. Primary school teachers were not learning proficiently from continuous professional development practices to ensure basic and specific professional competencies required in classrooms. The implementations of reflective activities such as action researches, classroom observation, differentiated learning, collaborative learning, microteaching, and lesson studies couldn’t contribute to practical changes. The study forecasts the requirement of context specific policy framework and practical toolkit for newly deployed and experienced teachers rather than focusing on the generic policy document.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139687957","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