培养社会流动性和就业能力：以同伴学习为例

IF 2.4 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching in Higher Education Pub Date : 2022-11-30 DOI:10.1080/13562517.2022.2145467

W. Donald, Neil Ford

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引用次数: 4

摘要

摘要高等教育机构在培养社会流动性和培养学生进入职场方面继续面临挑战。新冠肺炎疫情中断了教育，减少了工作整合学习的机会，从而加剧了这些挑战。以此为出发点，我们建议同伴学习可以通过促进学习者自主性，在缩小成绩差距方面发挥不可或缺的作用。我们的文章使用补充教学的例子来强调同伴学习的好处和挑战。最后，我们呼吁进行实证研究和知识共享，以有效的方式促进同伴学习。

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Fostering social mobility and employability: the case for peer learning

ABSTRACT Higher education institutions continue to face challenges in fostering social mobility and preparing their students for the world of work. The COVID-19 pandemic exacerbated these challenges via disruption to education and reduced opportunities for work-integrated learning. Framing this as our point of departure, we propose that peer learning can play an integral part in reducing the attainment gap by promoting learner autonomy. Our essay uses the example of Supplemental Instruction to highlight the benefits and challenges of peer learning. We end with a call for empirical research and knowledge sharing to advance peer learning in an impactful way.

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来源期刊

Teaching in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.90

自引率

7.70%

发文量

期刊介绍： Teaching in Higher Education has become an internationally recognised field, which is more than ever open to multiple forms of contestation. However, the intellectual challenge which teaching presents has been inadequately acknowledged and theorised in higher education. Teaching in Higher Education addresses this gap by publishing scholarly work that critically examines and interrogates the values and presuppositions underpinning teaching, introduces theoretical perspectives and insights drawn from different disciplinary and methodological frameworks, and considers how teaching and research can be brought into a closer relationship. The journal welcomes contributions that aim to develop sustained reflection, investigation and critique, and that critically identify new agendas for research, for example by: examining the impact on teaching exerted by wider contextual factors such as policy, funding, institutional change and the expectations of society; developing conceptual analyses of pedagogical issues and debates, such as authority, power, assessment and the nature of understanding; exploring the various values which underlie teaching including those concerned with social justice and equity; offering critical accounts of lived experiences of higher education pedagogies which bring together theory and practice. Authors are strongly encouraged to engage with and build on previous contributions and issues raised in the journal. Please note that the journal does not publish: -descriptions and/or evaluations of policy and/or practice; -localised case studies that are not contextualized and theorised; -large-scale surveys that are not theoretically and critically analysed; -studies that simply replicate previous work without establishing originality.