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Studies in the Education of Adults-NIACE最新文献

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Exploring the place of adult learning for refugees and asylum seekers in migration policy for integration in England and Scotland 探索难民和寻求庇护者在英格兰和苏格兰移民政策中的成人学习地位
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-02 DOI: 10.1080/02660830.2023.2177415
Lauren Bouttell
Abstract Learning, particularly learning English is presented as a key part of integration for adult migrants in the UK. England and Scotland differ in how their policy approaches to integration include adult learning. This article aims to explore and uncover the ways in which adult education, particularly for refugees and asylum seekers is embedded and included in policy for integration of new migrants in England and Scotland. This is based on a discourse analysis of policy documents, through which themes were developed and explored. In these documents, adult education can be included in explicit ways, particularly when it comes to language learning, while informal learning is not always explicitly considered. In England, British values are highlighted as an important area for learning, while Scottish policy uses a different tone, referring to newcomers as ‘New Scots’. The ways in which certain groups, particularly people seeking asylum are politically constructed, appear to impact greatly on how they are included in policy. This paper argues for the need for an explicit policy for adult learning for refugees and asylum seekers, the need to consider informal learning in policy, and identifies areas for future research in the field of adult learning relating to migration.
学习,尤其是英语学习,是英国成年移民融入社会的关键部分。英格兰和苏格兰的不同之处在于他们的政策方法如何将成人学习纳入融合。本文旨在探索和揭示成人教育,特别是对难民和寻求庇护者的教育,如何融入英格兰和苏格兰新移民的融合政策。这是基于对政策文件的话语分析,通过这些话语分析,主题得以发展和探索。在这些文件中,成人教育可以以明确的方式包括在内,特别是在语言学习方面,而非正式学习并不总是被明确考虑在内。在英格兰,英国价值观被强调为学习的重要领域,而苏格兰政策则使用不同的语气,将新来者称为“新苏格兰人”。某些群体,特别是寻求庇护的人在政治上被建构的方式,似乎对他们如何被纳入政策有很大影响。本文认为需要为难民和寻求庇护者制定明确的成人学习政策,需要在政策中考虑非正式学习,并确定与移民有关的成人学习领域的未来研究领域。
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引用次数: 0
Collective capacity building: Shaping education and communication in knowledge society 集体能力建设:在知识社会中塑造教育和交流
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-02 DOI: 10.1080/02660830.2022.2053246
Jack Reed
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引用次数: 1
Resisting neoliberalism in education: Local, national and transnational perspectives 抵制教育中的新自由主义:地方、国家和跨国视角
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-02 DOI: 10.1080/02660830.2022.2053240
Garry Nicholson
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引用次数: 2
Improvement of the professional training of a pedagogue-psychologist as a specialist of helping professions 提高教育心理学家作为帮扶专业专家的专业培训
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-02 DOI: 10.1080/02660830.2023.2171115
A. Sapargaliyeva, Ryszhamal K. Aralbaeva, Samal K. Mamilina, Aigerim S. Dyussenbekova, B. Orazova
Abstract The purpose of this scientific work is a deep study of the factors affecting the quality of professional training of educational psychologists as specialists in the helping profession in the context of social and economic situations in the Republic of Kazakhstan at the current time. The main research question: what are the ways to improve the professional training of a teacher-psychologist as a specialist in helping professions? The leading approach to this study is a combination of qualitative and information-analytical methods to study the issues of improving the professional training of educational psychologists, in the context of the current situation in the educational sphere in the Republic of Kazakhstan. An effective system for assessing the possibilities for improving the training of specialists of the specified profile for their subsequent activities in the vocational education system of the Republic of Kazakhstan was developed. The professional competencies necessary for successful activities in this area were designated. It was concluded that the formation of future specialists in the field of pedagogy and psychology of interest in communication in the context of the chosen profession, contributes to their professional and intellectual growth, and improvement of organisational and communication skills.
摘要:本科学工作的目的是在当前哈萨克斯坦共和国的社会和经济形势下,深入研究影响教育心理学家作为帮助专业专家的专业培训质量的因素。研究的主要问题是:如何提高教师心理学家作为帮助专业专家的专业培训?本研究的主要方法是结合定性和信息分析方法,在哈萨克斯坦共和国教育领域现状的背景下,研究改善教育心理学家专业培训的问题。制定了一个有效的制度,以评估是否有可能改进对特定专业人员的培训,以便在哈萨克斯坦共和国的职业教育制度中开展后续活动。指定了成功开展这一领域活动所必需的专业能力。结论是,在所选专业的背景下,培养对沟通感兴趣的教育学和心理学领域的未来专家,有助于他们的专业和智力发展,并有助于提高组织和沟通技能。
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引用次数: 2
Contextualising the struggle to improve adult education provision – global perspectives 将改善成人教育的斗争背景化——全球视角
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-02 DOI: 10.1080/02660830.2023.2202904
Sharon Clancy, N. James, G. Zarifis
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引用次数: 0
Employing the lens of andragogy theory to understand Vietnamese tertiary EFL lecturers’ perceived needs for professional development (PD) 用性学理论的视角理解越南高校英语教师的专业发展感知需求
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-10 DOI: 10.1080/02660830.2022.2144213
Nga Huynh Hong Ngo, Sue Cherrington
Abstract Despite the considerable amount of work which has been conducted into teachers’ needs for professional development (PD) in mainstream education, this topic has been received little attention in the field of English language teaching (ELT). This paper presents findings from a phenomenological study investigating the perceived needs for PD of Vietnamese tertiary English as a foreign language (EFL) lecturers. Grounded in andragogy theory, this study found that EFL lecturers expressed a strong need for content-focussed, on-going, collaborative and career-stage specific PD activities in the future. The findings from this study shed light on key issues for academic managers and PD planners to focus on when planning, organising and implementing PD activities. This study contributes to current literature related to tertiary EFL lecturers’ PD needs within the Vietnamese higher education context and may be applied to other international contexts.
尽管主流教育对教师专业发展需求进行了大量的研究,但这一课题在英语教学领域却很少受到关注。本文介绍了一项现象学研究的结果,调查了越南高等教育英语作为外语(EFL)讲师对PD的感知需求。基于性学理论,本研究发现,英语讲师表达了对未来以内容为中心、持续、协作和职业阶段特定的PD活动的强烈需求。本研究的结果揭示了学术管理者和PD计划者在计划、组织和实施PD活动时需要关注的关键问题。本研究对越南高等教育背景下高等英语讲师PD需求的相关文献有所贡献,并可应用于其他国际背景。
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引用次数: 0
Older adults’ reasons to participate in digital skills learning: An interdisciplinary, multiple case study from Austria, Finland, and Germany 老年人参与数字技能学习的原因:来自奥地利、芬兰和德国的跨学科多案例研究
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-10-20 DOI: 10.1080/02660830.2022.2133268
Kaisa Pihlainen, A. Ehlers, R. Rohner, Katerina Cerná, E. Kärnä, M. Hess, Lisa Hengl, Lotta Aavikko, Susanne Frewer-Graumann, V. Gallistl, Claudia Müller
Abstract The rapid development of digital technologies and their increasing application in many areas of everyday life challenge all citizens to continuously learn digital skills. This also applies to older adults, among whom digital literacy is on average less well-developed than among younger adults. This article investigates why retired older adults participate in opportunities to learn digital skills. Multiple case design with both qualitative and quantitative methods was used to include the views of older adults from Austria, Finland, and Germany. The results of this interdisciplinary study indicated individual, social and technical reasons for their participation in digital skills training. Practical implications and recommendations for future studies are suggested.
摘要数字技术的快速发展及其在日常生活许多领域的日益应用,挑战着所有公民不断学习数字技能。这也适用于老年人,他们的数字素养平均不如年轻人发达。这篇文章调查了为什么退休的老年人参与学习数字技能的机会。采用定性和定量相结合的多案例设计,纳入了奥地利、芬兰和德国老年人的观点。这项跨学科研究的结果表明,他们参与数字技能培训的个人、社会和技术原因。提出了对未来研究的实际意义和建议。
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引用次数: 3
Feminism, adult education and creative possibility: imaginative responses 女权主义、成人教育与创造可能性:富有想象力的回应
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-09-11 DOI: 10.1080/02660830.2022.2122298
Chloe Bellamy
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引用次数: 2
Investigating the quality of the integrated functional adult education program in Ethiopia 调查埃塞俄比亚综合功能成人教育项目的质量
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-09-09 DOI: 10.1080/02660830.2022.2118988
Samuel Getnet Abate, Kindu Ayechew Ayenalem, Samuel Zinabu Desta
Abstract Using a qualitative case study research design, this study examines the quality of the integrated functional adult education (IFAE) program in Ethiopia. Data were collected in Amhara Regional State from purposively selected nine adult education experts/officers and twelve adult educators (facilitators) through in-depth interviews. Document review was also employed as a data collection instrument to supplement the interview data. The results revealed that the provision of integrated functional adult education programs lacks quality. The major factors determining the quality of the program are related to contextual factors, lack of a policy, inadequate resources, lack of relevant curriculum contents, inappropriate teaching/facilitation process, lack of clear responsibility and accountability system, absence of functional monitoring and evaluation scheme, and lack of professional development opportunities for facilitators. The study also indicated that the synergy between policy initiatives and actual practices is minimal. Thus, to meet and maintain the quality of the IFAE program, we suggest a greater synergy between policy initiatives and practices should be in place.
摘要采用定性案例研究设计,本研究考察了埃塞俄比亚综合功能成人教育(IFAE)项目的质量。在阿姆哈拉州,通过深入访谈,有目的地从9名成人教育专家/官员和12名成人教育工作者(辅导员)那里收集数据。同时采用文献回顾作为数据收集手段,对访谈数据进行补充。结果显示,综合功能成人教育课程的提供缺乏质量。影响项目质量的主要因素与情境因素、缺乏政策、资源不足、缺乏相关课程内容、教学/促进过程不恰当、缺乏明确的责任和问责制度、缺乏功能监测和评估方案、辅导员缺乏专业发展机会等有关。该研究还表明,政策倡议与实际做法之间的协同作用微乎其微。因此,为了满足和保持IFAE项目的质量,我们建议在政策倡议和实践之间建立更大的协同作用。
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引用次数: 0
Using popular culture in professional education to foster critical curiosity and learning 在专业教育中运用流行文化来培养批判性的好奇心和学习能力
IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-08-26 DOI: 10.1080/02660830.2022.2114690
Kaela Jubas
Abstract This article presents findings from an inquiry at the nexus of three areas of adult education scholarship: critical pedagogy, university-based professional education, and popular culture. I am investigating how the incorporation of popular culture into professional education can foster students’ engagement with theory and thorny issues. Such engagement, I argue, promotes a critical form of learning and curiosity that furthers students’ development as ethical, responsible, reflective practitioners and adults. Data reported here is drawn from conversations with students in three courses that I delivered. In presenting my findings, I discuss three forms of learning that participants described: learning concepts, learning perspectives, and learning relevance. I close with a reflection on implications for my teaching practice and postsecondary professional education more broadly.
本文介绍了对成人教育奖学金三个领域的调查结果:批判教育学、大学专业教育和流行文化。我正在研究将流行文化纳入专业教育如何能促进学生对理论和棘手问题的参与。我认为,这种参与促进了一种重要的学习形式和好奇心,促进了学生作为有道德、负责任、反思的从业者和成年人的发展。这里报告的数据来自于我所讲授的三门课程中与学生的对话。在展示我的发现时,我讨论了参与者描述的三种学习形式:学习概念、学习视角和学习相关性。最后,我反思了对我的教学实践和更广泛的高等职业教育的影响。
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引用次数: 4
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Studies in the Education of Adults-NIACE
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