Pub Date : 2022-03-29DOI: 10.1080/0158037X.2022.2054978
A. Phan
ABSTRACT Opting for academic sojourns has become increasingly popular for students worldwide at various levels of education. While there have been a number of research studies into the college and country choice of university students at the undergraduate level, the opinions of international doctoral students are less presented, and if presented, they are mostly categorised into push and pull factors. Using imagination and aspiration theorised by Appadurai [2004. “The Capacity to Aspire.” In Culture and Public Action: A Cross-Disciplinary Dialogue on Development Policy, edited by M. Walton and V. Rao, 59–84. Washington, DC: Stanford University Press] as the conceptual lens, this study investigates the factors affecting the choice of 19 Vietnamese PhD students regarding where to embark for their academic pursuit. The findings of this paper demonstrate that their decision-making process was mediated at the intersection of family situations, financial plans, practical concerns including language development and environmental factors, the influences from their friends and direct networks, and their own prior mobility and transnational experiences.
{"title":"The why of where: Vietnamese doctoral students’ choice of PhD destinations","authors":"A. Phan","doi":"10.1080/0158037X.2022.2054978","DOIUrl":"https://doi.org/10.1080/0158037X.2022.2054978","url":null,"abstract":"ABSTRACT Opting for academic sojourns has become increasingly popular for students worldwide at various levels of education. While there have been a number of research studies into the college and country choice of university students at the undergraduate level, the opinions of international doctoral students are less presented, and if presented, they are mostly categorised into push and pull factors. Using imagination and aspiration theorised by Appadurai [2004. “The Capacity to Aspire.” In Culture and Public Action: A Cross-Disciplinary Dialogue on Development Policy, edited by M. Walton and V. Rao, 59–84. Washington, DC: Stanford University Press] as the conceptual lens, this study investigates the factors affecting the choice of 19 Vietnamese PhD students regarding where to embark for their academic pursuit. The findings of this paper demonstrate that their decision-making process was mediated at the intersection of family situations, financial plans, practical concerns including language development and environmental factors, the influences from their friends and direct networks, and their own prior mobility and transnational experiences.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":"45 1","pages":"283 - 299"},"PeriodicalIF":1.5,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45387006","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}
Pub Date : 2022-03-17DOI: 10.1080/0158037X.2022.2051474
Anja Rydén Gramner
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.
{"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}
Pub Date : 2022-03-12DOI: 10.1080/0158037X.2022.2046556
G. Biesta
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.
{"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}
Pub Date : 2022-03-01DOI: 10.1080/0158037X.2022.2043267
Alexander Kostogriz, Megan Adams, Gary J. Bonar
ABSTRACT This article focuses on practice architectures of international schools that create affective atmosphere for the professional learning and becoming of international-hire and local-hire teachers. We use the concept of precarious labour to explore relational tensions and their effects on the professional learning of teachers and school leaders. Empirical data are drawn from two case study schools located in two major countries that offer international education. The data sets include interviews with school leaders and international and ‘local’ teachers. The analysis focuses on relational tensions experienced by teachers in these schools. The article argues that the affective atmosphere of teacher workplaces produces a force – a sense of precariousness – that envelopes teachers and oppresses them. At the same time, it also provides the very conditions for their professional learning in international workplaces. From this practice-ontological perspective, therefore, it is important to recognise the primacy of affect in the professional learning of teachers.
{"title":"Affective practice architectures of professional learning in international schools","authors":"Alexander Kostogriz, Megan Adams, Gary J. Bonar","doi":"10.1080/0158037X.2022.2043267","DOIUrl":"https://doi.org/10.1080/0158037X.2022.2043267","url":null,"abstract":"ABSTRACT This article focuses on practice architectures of international schools that create affective atmosphere for the professional learning and becoming of international-hire and local-hire teachers. We use the concept of precarious labour to explore relational tensions and their effects on the professional learning of teachers and school leaders. Empirical data are drawn from two case study schools located in two major countries that offer international education. The data sets include interviews with school leaders and international and ‘local’ teachers. The analysis focuses on relational tensions experienced by teachers in these schools. The article argues that the affective atmosphere of teacher workplaces produces a force – a sense of precariousness – that envelopes teachers and oppresses them. At the same time, it also provides the very conditions for their professional learning in international workplaces. From this practice-ontological perspective, therefore, it is important to recognise the primacy of affect in the professional learning of teachers.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":"44 1","pages":"247 - 265"},"PeriodicalIF":1.5,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44641860","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}
Pub Date : 2022-02-17DOI: 10.1080/0158037X.2022.2028762
Aman Hussain, Tony Rossi, S. Rynne
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.
{"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}
Pub Date : 2022-02-06DOI: 10.1080/0158037X.2022.2029389
Slaviša Radović, O. Firssova, Hans G. K. Hummel, Marjan Vermeulen
ABSTRACT Although reflection has been characterised as a personal process, increased attention has been given to how the social context can enhance it. The present article examines how different levels of collaborative reflection influence learning processes and outcomes in higher education. We used a triangulation of quantitative and qualitative research methods to answer our research questions about this relation.Within the context of an Educational Sciences Master course, the findings from our study show that guiding students to share, read, and above discuss written answers on reflection assignments from others can be helpful for a deeper and broader understanding and a higher level of reflection. Discussing reflection from different perspectives was related to perceived satisfaction with the learning process and the motivation to learn. The implications of this research, such as the five phases for social knowledge construction, can be used to strengthen the relationship between reflection and collaboration.
{"title":"The case of socially constructed knowledge through online collaborative reflection","authors":"Slaviša Radović, O. Firssova, Hans G. K. Hummel, Marjan Vermeulen","doi":"10.1080/0158037X.2022.2029389","DOIUrl":"https://doi.org/10.1080/0158037X.2022.2029389","url":null,"abstract":"ABSTRACT Although reflection has been characterised as a personal process, increased attention has been given to how the social context can enhance it. The present article examines how different levels of collaborative reflection influence learning processes and outcomes in higher education. We used a triangulation of quantitative and qualitative research methods to answer our research questions about this relation.Within the context of an Educational Sciences Master course, the findings from our study show that guiding students to share, read, and above discuss written answers on reflection assignments from others can be helpful for a deeper and broader understanding and a higher level of reflection. Discussing reflection from different perspectives was related to perceived satisfaction with the learning process and the motivation to learn. The implications of this research, such as the five phases for social knowledge construction, can be used to strengthen the relationship between reflection and collaboration.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":"45 1","pages":"168 - 187"},"PeriodicalIF":1.5,"publicationDate":"2022-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46419222","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}
Pub Date : 2022-02-06DOI: 10.1080/0158037X.2022.2030698
Anna K. Touloumakos
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.
{"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}
Pub Date : 2022-01-30DOI: 10.1080/0158037X.2022.2026315
Lina Calle-Arango, Natalia Ávila Reyes
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.
{"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}
Pub Date : 2021-12-29DOI: 10.1080/0158037X.2021.2003770
Esteban Perez-Gnavi
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.
{"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}
Pub Date : 2021-12-29DOI: 10.1080/0158037X.2021.2003769
Bram De Wever, Raija H. Hämäläinen, K. Nissinen, Joonas Mannonen, Lisse Van Nieuwenhove
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.
{"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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：