{"title":"Engineering professional context and CPD","authors":"A. Soeiro, Karel de Wever, D. Bochar","doi":"10.53807/06018wwe","DOIUrl":"https://doi.org/10.53807/06018wwe","url":null,"abstract":"","PeriodicalId":133479,"journal":{"name":"European Journal of University Lifelong Learning","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132695722","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}
{"title":"Surviving and thriving in turbulent times","authors":"Eva Cendon, Timo Halttunen, K. Orr","doi":"10.53807/0601rik1","DOIUrl":"https://doi.org/10.53807/0601rik1","url":null,"abstract":"","PeriodicalId":133479,"journal":{"name":"European Journal of University Lifelong Learning","volume":"08 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123964971","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}
{"title":"New York City in the Anthropocene: learning from fiction","authors":"Christine Roussat, Valentina Carbone","doi":"10.53807/0601z48l","DOIUrl":"https://doi.org/10.53807/0601z48l","url":null,"abstract":"","PeriodicalId":133479,"journal":{"name":"European Journal of University Lifelong Learning","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129195945","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}
{"title":"The role of teachers in creating critically inclusive classrooms","authors":"Lilian Nwanze-Akobo","doi":"10.53807/0601kwk2","DOIUrl":"https://doi.org/10.53807/0601kwk2","url":null,"abstract":"","PeriodicalId":133479,"journal":{"name":"European Journal of University Lifelong Learning","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121426069","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}
{"title":"International collaboration in higher education for professionalisation in adult education","authors":"Vanessa Beu, Regina Egetenmeyer","doi":"10.53807/0601udl0","DOIUrl":"https://doi.org/10.53807/0601udl0","url":null,"abstract":"","PeriodicalId":133479,"journal":{"name":"European Journal of University Lifelong Learning","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133892447","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}
{"title":"Three pillars for better inclusion in higher education","authors":"Carme Royo, Timo Halttunen","doi":"10.53807/0601h91r","DOIUrl":"https://doi.org/10.53807/0601h91r","url":null,"abstract":"","PeriodicalId":133479,"journal":{"name":"European Journal of University Lifelong Learning","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115793168","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}
This research article examines how some mature students can recognise and navigate educational opportunities in University Continuing Education, despite the instability and transience of educational policy and the significant individual, societal and political challenges that must be navigated to succeed. It extrapolates findings from eight individual life stories, focusing on part-time pathways for teaching assistants becoming fully qualified teachers. This longitudinal life course enquiry includes a series of semi-structured interviews over a period of four years, which are paralleled with educational policy. Bourdieuian-based ‘Careership theory’ (Hodkinson and Sparkes, 1997) analyses the multi-dimensional influences of structure, agency, and culture in relation to their educational ‘horizons for action’ (Hodkinson and Sparkes, 1997). The study identifies that unstable routes to reach teacher status are disproportionately experienced by those who have not accessed higher education as a young person and that the effect of short-lived educational policies creates instability for mature students embarking on non-traditional routes. Enablers and restrictors to success for the participants in the study were centred around the balance between cost and risk, guidance and access to educational career structures, and acknowledgement that disruptive life events affect people at different times in their learning lives. Common to all participants is evidence of a strong desire to be active contributors to society and the impact of the positive influence of supportive others. The findings from this study support organisation of flexible, alternative routes in University Continuing Education that are accessible across the life course.
这篇研究文章探讨了一些成熟的学生如何在大学继续教育中认识和把握教育机会，尽管教育政策的不稳定性和短暂性，以及必须克服的重大个人、社会和政治挑战。它从八个个人的生活故事中推断出研究结果，重点关注兼职助教成为完全合格教师的途径。这项纵向生命历程调查包括一系列为期四年的半结构化访谈，这些访谈与教育政策并行。基于布迪安的“职业理论”(Hodkinson and Sparkes, 1997)分析了结构、代理和文化对他们的教育“行动视野”的多维影响(Hodkinson and Sparkes, 1997)。研究发现，那些年轻时没有接受过高等教育的人获得教师地位的途径不稳定，而短期教育政策的影响给走上非传统途径的成年学生带来了不稳定。在这项研究中，参与者成功的促成因素和制约因素主要集中在成本和风险之间的平衡，指导和获得教育职业结构的机会，以及承认破坏性生活事件在学习生活的不同时期影响人们。所有参与者都有一个共同点，那就是他们强烈希望成为社会的积极贡献者，并受到他人的支持所产生的积极影响。这项研究的结果支持在大学继续教育中组织灵活的、可选择的路线，这些路线在整个生命过程中都是可访问的。
{"title":"Enablers and restrictors in navigating careers in education in England. The role of policy in supporting aspirations to become a teacher","authors":"Jane Wormald","doi":"10.53807/060102f9","DOIUrl":"https://doi.org/10.53807/060102f9","url":null,"abstract":"This research article examines how some mature students can recognise and navigate educational opportunities in University Continuing Education, despite the instability and transience of educational policy and the significant individual, societal and political challenges that must be navigated to succeed. It extrapolates findings from eight individual life stories, focusing on part-time pathways for teaching assistants becoming fully qualified teachers. This longitudinal life course enquiry includes a series of semi-structured interviews over a period of four years, which are paralleled with educational policy. Bourdieuian-based ‘Careership theory’ (Hodkinson and Sparkes, 1997) analyses the multi-dimensional influences of structure, agency, and culture in relation to their educational ‘horizons for action’ (Hodkinson and Sparkes, 1997). The study identifies that unstable routes to reach teacher status are disproportionately experienced by those who have not accessed higher education as a young person and that the effect of short-lived educational policies creates instability for mature students embarking on non-traditional routes. Enablers and restrictors to success for the participants in the study were centred around the balance between cost and risk, guidance and access to educational career structures, and acknowledgement that disruptive life events affect people at different times in their learning lives. Common to all participants is evidence of a strong desire to be active contributors to society and the impact of the positive influence of supportive others. The findings from this study support organisation of flexible, alternative routes in University Continuing Education that are accessible across the life course.","PeriodicalId":133479,"journal":{"name":"European Journal of University Lifelong Learning","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126819076","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}
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