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Does pedagogical metamorphosis exist? Exploring the practices of primary school teachers at different stages of their careers 教学蜕变是否存在?探索小学教师在其职业生涯不同阶段的做法
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-10 DOI: 10.1002/berj.4014
Stéphane Colognesi, Thibault Coppe, Louise Leroux, Christine Wiertz

Research has highlighted the advantages of specific practices for enhancing student learning. However, the adoption of these practices varies among teachers. This disparity raises fundamental questions: Why do certain teachers use these practices while others do not? Does the use of these practices depend on the career stage of the teachers? This paper analyses the practices adopted by teachers at different career stages. We used a mixed-methods approach, combining a questionnaire (n = 300) and three focus group discussions (n = 13). The results revealed significant variability in the use of pedagogical practices among novice, experienced and senior teachers. Experienced and senior teachers demonstrate a deeper understanding of adapting teaching methods to student needs, establishing clear objectives and providing feedback. However, certain practices, such as metacognition, remain underused at all career stages. The study highlights the need for professional development concerning these practices, while emphasising the challenge of their implementation.

研究表明,一些具体的教学方法对提高学生的学习效果很有帮助。然而,不同教师采用这些做法的情况各不相同。这种差异提出了一些基本问题:为什么某些教师采用这些做法,而另一些教师却不采用?这些做法的使用是否取决于教师所处的职业阶段?本文分析了教师在不同职业阶段所采用的实践方法。我们采用了一种混合方法,将问卷调查(n = 300)和三次焦点小组讨论(n = 13)结合起来。结果显示,新手教师、经验丰富的教师和资深教师在教学实践的使用上存在很大差异。经验丰富的资深教师对根据学生需要调整教学方法、确立明确目标和提供反馈有更深刻的理解。然而,某些教学实践,如元认知,在各个职业阶段仍未得到充分利用。这项研究强调了有关这些实践的专业发展需求,同时也强调了实施这些实践的挑战。
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引用次数: 0
Accept or challenge? Exploring the experiences of pre-service teachers from minoritised groups 接受还是挑战?探索来自少数群体的职前教师的经验
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-08 DOI: 10.1002/berj.4004
Karan Vickers-Hulse, Sarah Whitehouse

The shortage of teachers from Black, Asian and minoritised groups is well documented. Over the past decade, a body of research has confirmed that discrimination and inequality is a factor in the recruitment of teachers from Black, Asian and minoritised groups in England. Drawing on findings from the 2017 Runnymede Trust Report, which highlighted Bristol's lack of racial diversity within the teaching community, this paper explores the experiences of a group of pre-service teachers on university teacher education routes who are minoritised within the general teaching population. The identified lack of diversity in the teacher workforce extends beyond race to other aspects of identity and representation in the classroom and is mirrored in teacher education. A series of focus group interviews were conducted across a 9-month period. Results are presented as vignettes to capture the voice of minoritised participants. The findings have implications for the recruitment and retention of a diverse teacher workforce, as well as highlighting the need to ensure a sense of belonging for all pre-service teachers entering the teaching community. This paper proposes a model relating to the analysis of critical incidents, which aims to inform future research into how pre-service teachers respond to critical incidents regarding their identity. This model seeks to clarify tensions in the diverse lived experiences of pre-service teachers and helps to explore the importance of context.

黑人、亚裔和少数群体教师短缺的问题有据可查。过去十年来,大量研究证实,歧视和不平等是英格兰黑人、亚裔和少数群体教师招聘中的一个因素。2017 年《伦尼米德信托报告》(Runnymede Trust Report)强调布里斯托尔教师群体缺乏种族多样性,本文借鉴了该报告的研究成果,探讨了大学教师教育路径中一群在普通教师群体中属于少数群体的职前教师的经历。教师队伍中缺乏多样性的问题已经超出了种族范围,延伸到了身份和课堂代表性的其他方面,这一点在师范教育中也得到了反映。在为期 9 个月的时间里,进行了一系列焦点小组访谈。访谈结果以小故事的形式呈现,以捕捉少数群体参与者的声音。研究结果对招聘和留住多元化教师队伍具有重要意义,同时也强调了确保所有进入教师队伍的职前教师有归属感的必要性。本文提出了一个与关键事件分析有关的模型,旨在为今后研究职前教师如何应对与其身份有关的关键事件提供信息。该模式旨在澄清职前教师不同生活经历中的紧张关系,并有助于探索背景的重要性。
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引用次数: 0
To persist or not? Examining the relations between parental education, self-regulation, school engagement and persistence in post-compulsory education 坚持还是不坚持?研究义务教育后教育中父母教育、自我调节、学校参与和坚持之间的关系
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-06 DOI: 10.1002/berj.4012
Ioannis Katsantonis, Ryan Alberto Gibbons, Jennifer E. Symonds, Niall Costello

There are few longitudinal studies of adolescent students’ choice to persist in post-compulsory education. Hence, the present study introduces a longitudinal model that describes the interplay between sociological and psychological explanations of adolescents’ choice to persist in post-compulsory education in the UK. Data on parental education, early childhood self-regulation (age 5), sustained school engagement (ages 7, 11, 14) and persistence in education after the end of compulsory schooling (age 17) were utilised. The sample comprised 8333 (51.1% females, 89.5% white) children from the Millennium Cohort Study. Statistical analyses included state–trait modelling, longitudinal mediation and multigroup moderation. A trait–state–occasion model was run to disentangle the trait from state variance in school engagement. Afterwards, two hypotheses were formulated, namely the ‘instilment’ and the ‘differential’. The ‘instilment’ hypothesis involved a longitudinal predictive model, whereby parental education predicted early childhood self-regulation which, in turn, predicted sustained school engagement which predicted students’ choice to persist. The ‘differential’ hypothesis examined whether higher vs. lower parental education changed the nature of the predictive relations between self-regulation, sustained school engagement and persistence. The results were in favour of an ‘instilment’ hypothesis, whereby higher parental education was translated to higher levels of early self-regulation which predicted higher sustained engagement, which, in turn, predicted greater probability of persisting in post-compulsory education. The findings suggest a pathway from early childhood experiences to educational outcomes via the development of a trait of engaging with school.

关于青少年学生选择坚持义务教育后教育的纵向研究很少。因此,本研究引入了一个纵向模型,描述了英国青少年选择坚持义务教育后学习的社会学和心理学解释之间的相互作用。研究利用了有关父母教育、幼儿期自我调节(5 岁)、持续参与学校活动(7、11、14 岁)以及义务教育结束后(17 岁)坚持接受教育的数据。样本包括 "千年队列研究 "中的 8333 名儿童(51.1% 为女性,89.5% 为白人)。统计分析包括状态-特质模型、纵向中介和多组调节。通过特质-状态-事件模型,可以将学校参与的特质与状态差异区分开来。随后提出了两个假设,即 "灌输 "假设和 "差异 "假设。灌输 "假设涉及一个纵向预测模型,即父母的教育可预测儿童早期的自我调节,而儿童早期的自我调节又可预测持续的学校参与,从而预测学生是否选择坚持。差异 "假设考察了父母教育程度高与低是否会改变自律、持续学校参与和坚持之间的预测关系的性质。研究结果支持 "灌输 "假设,即父母教育程度越高,学生早期的自我调节能力越强,持续参与度越高,反过来,持续参与度越高,就越有可能坚持完成义务教育后的学业。研究结果表明,从幼儿期的经历到教育成果之间存在着一条途径,即通过发展参与学校活动的特质来实现。
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引用次数: 0
‘I am not what you label me’: Senses of belonging in a mainland Chinese university among cross-border Hong Kong students 我不是你们给我贴的标签":跨境香港学生在中国内地大学的归属感
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-01 DOI: 10.1002/berj.4013
Fang Gao

China's grand strategies (i.e., the Belt and Road Initiative and the Guangdong–Hong Kong–Macao Greater Bay Area) have expedited the popularity of full-time degree-bearing study in mainland China. Associated with the exponential growth of inward student populations are proliferating concerns about the capacity of non-majority/non-local students to ‘integrate’ and belong in their host universities/colleges. The extant literature on university/college belonging often positions non-majority/non-local students as being academically and culturally deficient and subsequently being otherised in the host university community. Yet, their agency in managing the prevailing image and ‘otherisation’, and constructing their own sense of belonging to university, has received scant attention. This qualitative study is a substantive and theoretical contribution to the literature on university belonging, which has been preoccupied with non-majority/non-local students in the classic South–North international student mobility. This study deployed the concepts of politics of belonging and place-belongingness and canvassed the senses of belonging to university among inbound Hong Kong students in mainland higher education, which has witnessed a growing Hong Kong student population in recent years. The collected interview data indicated that these border-crossing Hong Kong students found themselves categorised as ‘underachievers’ with ‘poor mathematics’ yet ‘proficient in English’ in the mainland campus setting, where they did not feel they fully belonged. Responding to the paradoxical identity/belonging politics, they performed three forms of place-belongingness by dismantling, accommodating or counter-stereotyping the ascribed classifications in order to legitimate their own participation in the mainland Chinese university.

中国的宏伟战略(即 "一带一路 "倡议和粤港澳大湾区)加速了在中国大陆学习全日制学位课程的普及。伴随着外来学生人数的激增,人们对非主流/非本地学生 "融入 "所在大学/学院并对其产生归属感的能力也越来越关注。关于大学/学院归属感的现有文献通常将非多数族裔/非本地学生定位为学术和文化上的缺陷者,并因此在东道主大学社区中被他者化。然而,他们在管理主流形象和 "他者化 "以及构建自己的大学归属感方面的作用却很少受到关注。这项定性研究是对有关大学归属感的文献的实质性和理论性贡献,因为在典型的南北国际学生流动中,有关大学归属感的文献主要关注的是非多数群体/非本地学生。本研究运用 "归属政治"(politics of belonging)和 "地方归属感"(place-belongingness)的概念,调查了近年来香港学生人数不断增长的内地高校中入境香港学生对大学的归属感。收集到的访谈数据显示,这些跨境香港学生发现自己在内地校园环境中被归类为 "成绩不佳"、"数学较差 "但 "英语熟练 "的学生,他们并不觉得自己完全属于这里。为了回应这种自相矛盾的身份/归属政治,他们通过拆解、包容或反刻板印象来表现三种形式的归属感,从而使自己在中国内地大学的参与合法化。
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引用次数: 0
Tensions in teaching balanced controversial history: Competing voices within a student teacher in Northern Ireland 平衡有争议历史教学中的紧张关系:北爱尔兰一名学生教师内心的竞争声音
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-27 DOI: 10.1002/berj.4008
Judith L. Pace

History education that deals with the controversial and sensitive past is a vehicle for peacemaking in conflict-affected societies. However, its success is dependent on teachers taking risks to challenge entrenched ‘us versus them’ views of history. How does a student teacher in Northern Ireland grapple with risk-taking when learning to teach controversial history? What tensions are involved in bringing a different perspective into the classroom that challenges identity-based understandings and emotions? This paper analyses interview data from a study on the preparation of preservice teachers for teaching controversial issues. It uses dialogical self theory to examine competing voices that animate a student teacher's practice and reveal how her interpretation of pedagogical lessons from university coursework and professional norms bump up against her identity, family loyalty and related emotions. Her conflict brings into relief tensions of learning to teach controversial history in divided societies.

涉及有争议和敏感的过去的历史教育是在受冲突影响的社会中建立和平的一种手段。然而,其成功与否取决于教师是否敢于冒险,挑战根深蒂固的 "我们与他们 "的历史观。北爱尔兰的学生教师在学习讲授有争议的历史时如何应对风险?将不同的观点带入课堂,挑战以身份为基础的理解和情感,会涉及哪些紧张关系?本文分析了一项研究中的访谈数据,该研究是关于职前教师教授争议性问题的准备工作。本文运用对话性自我理论研究了一名师范生在教学实践中出现的相互竞争的声音,揭示了她对大学课程和专业规范中的教学经验的解释如何与她的身份、对家庭的忠诚和相关情感发生冲突。她的冲突缓解了在分裂社会中学习教授有争议历史的紧张情绪。
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引用次数: 0
Do participants in widening participation outreach programmes in England progress to selective universities at a higher rate than would otherwise be expected? 英格兰扩大参与外联计划的参与者升入择校大学的比例是否高于预期?
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-26 DOI: 10.1002/berj.4011
Paul Martin

Young people growing up in England from a poorer background are less likely to progress into higher education compared to their better off counterparts. This is especially true with respect to more selective universities. This study used government administrative data to gauge the effectiveness of the ‘Realising Opportunities’ programme, which provides a package of support to prospective university applicants from disadvantaged backgrounds to facilitate their progression to more selective universities. Data was gathered concerning 769 16 to 18-year-old students who took part in the programme—which is delivered by a consortium of selective universities—between 2015 and 2017. This data revealed participants' personal characteristics (e.g., gender, ethnicity and socioeconomic status), school attainment and eventual university destination (or lack thereof). Additionally, national administrative data was sourced from the Department for Education's National Pupil Database and the Higher Education Statistics Agency for the entire cohort of state school pupils in England who turned 16 in the 2014–2015 academic year. This national data was used to generate a statistical model that could predict the likelihood of a young person in England progressing to a selective university based on their school attainment and other personal characteristics. Data concerning the programme participants was fed through the model and it was observed that the number of participants who had in fact progressed to selective universities greatly exceeded that predicted. Participation in the Realising Opportunities programme therefore appeared to be positively associated with an increased likelihood of progression to a selective university.

与家境较好的同龄人相比,在英格兰长大的贫困青少年接受高等教育的可能性较小。这种情况在选择性较强的大学中尤为明显。这项研究利用政府的行政数据来衡量 "实现机会 "计划的效果,该计划为来自贫困家庭的潜在大学申请者提供一揽子支持,以帮助他们升入选择性更强的大学。研究收集了2015年至2017年间参加该计划的769名16至18岁学生的数据,该计划由一所择校大学联盟提供。这些数据揭示了参与者的个人特征(如性别、种族和社会经济地位)、学校成绩和最终的大学去向(或没有去向)。此外,我们还从教育部的全国学生数据库和高等教育统计局获取了2014-2015学年年满16岁的英格兰所有公立学校学生的全国行政数据。这些全国性数据被用于生成一个统计模型,该模型可根据英格兰青少年的学校成绩和其他个人特征,预测他们升入择校大学的可能性。有关该计划参与者的数据被输入到该模型中,结果发现,实际升入择校大学的参与者人数大大超过了预测人数。因此,参加 "实现机会 "计划似乎与升入重点大学的可能性增加呈正相关。
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引用次数: 0
Teacher perspectives on the introduction of linguistics in the languages classroom: Evidence from a co-creation project on French, German and Spanish 教师对将语言学引入语文课堂的看法:来自法语、德语和西班牙语共同创造项目的证据
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-25 DOI: 10.1002/berj.4009
Michelle Sheehan, Anna D. Havinga, Jonathan R. Kasstan, Sascha Stollhans, Alice Corr, Peter Gillman

Linguistics is conspicuously absent from language teaching in UK schools. A-level cultural topics cover a range of themes such as cyber-society, cultural heritage and multiculturalism, but the approach taken to these topics is not informed by linguistics. In previous work, we have argued that this is an unfortunate omission not only because linguistics is appealing to many language students and perceived by them to be useful, but also because the existing cultural topics could be significantly enriched by the inclusion of the critical/analytical study of language itself. In this paper, we provide concrete examples of how linguistics can be integrated into the existing A-level curriculum for Modern Foreign Languages (MFL) in England and Wales. Reporting on a project in which teachers trialled linguistics materials co-created by us (a group of academics) and experienced languages teachers, we present evidence that linguistics materials are perceived to be both highly novel and nonetheless compatible with the existing A-level curriculum. Data from questionnaires and semi-structured interviews with participating teachers also show that: (i) these new materials can be taught with little or no prior experience of linguistics; and (ii) adding linguistics materials to the curriculum leads to significant impacts on teacher and pupil attitudes towards language(s). Despite some challenges, which we also discuss, the results highlight again the great potential of linguistics as a component of language teaching and the contribution that it can make to the enrichment of the discipline.

语言学在英国学校的语言教学中明显缺失。A-level 文化主题涵盖了一系列主题,如网络社会、文化遗产和多元文化主义,但对这些主题采取的方法却没有语言学的依据。在以前的工作中,我们认为这是一个令人遗憾的疏忽,这不仅是因为语言学对许多语言学生有吸引力,而且他们认为语言学是有用的,还因为纳入对语言本身的批判/分析研究可以极大地丰富现有的文化主题。在本文中,我们举例说明了如何将语言学纳入英格兰和威尔士现有的现代外语(MFL)A 级课程。在该项目中,教师们试用了由我们(一群学者)和经验丰富的语言教师共同编写的语言学教材,我们在报告中提供了证据,证明语言学教材被认为既非常新颖,又能与现有的 A-level 课程兼容。对参与教师的问卷调查和半结构式访谈数据还表明(i) 这些新教材可以在几乎没有或根本没有语言学经验的情况下教授;(ii) 将语言学教材添加到课程中会对教师和学生对语言的态度产生重大影响。尽管存在一些挑战(我们也讨论了这些挑战),但这些结果再次凸显了语言学作为语言教学组成部分的巨大潜力,以及它可以为丰富语言学科做出的贡献。
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引用次数: 0
Manifestations of the ethics of hospitality at children's hospitality centres in Saudi Arabia 沙特阿拉伯儿童接待中心的接待道德体现
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-24 DOI: 10.1002/berj.4010
Abdullah Almutairi, Hanadi Fahad Alothman, Abdulaziz Salem Aldossari, Mousa S. Alfaifi, Abdulrahman A. Alshuaibi, Ahmad Yahya Aseery, Safana Aseri, Lina Bashatah

Early childhood education is an institutional introduction of children to the world, making it essential for policymakers, educators and society to find the best way to provide such an introduction. Following a new policy in Saudi Arabia, daycare centres have been renamed ‘hospitality centres’, bringing a set of duties and rights rooted deep in the ethics of hospitality. However, empirical research on nursery provision is generally lacking in Saudi Arabia. Therefore, this study examined the experiences of children and caregivers in two children's hospitality centres in the capital city of Riyadh. Through in-depth, semi-structured interviews and field observations, the authors observed and listened to the experiences of educators and children in two of the new hospitality centres. Open and focused coding of the interviews and structured observations helped to identify the way the ethics of hospitality manifested itself in the daily experiences of the caregivers/hosts and the children/guests. The results demonstrated the complexity of the situations in which the ethics of hospitality encountered reality.

幼儿教育是将儿童带入世界的一种制度性介绍,因此决策者、教育工作者和社会必须找到提供这种介绍的最佳方式。根据沙特阿拉伯的一项新政策,日托中心已更名为 "接待中心",并带来了一系列深深植根于接待伦理的义务和权利。然而,沙特阿拉伯普遍缺乏关于托儿所的实证研究。因此,本研究考察了首都利雅得两家儿童接待中心的儿童和保育员的经历。通过深入的半结构式访谈和实地观察,作者观察并聆听了两个新接待中心的教育工作者和儿童的经历。对访谈和结构化观察进行了开放式和集中式编码,有助于确定接待伦理如何体现在看护人/接待人和儿童/客人的日常经历中。研究结果表明,接待伦理在现实中遇到的情况十分复杂。
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引用次数: 0
Children who experience misrecognition in primary education: A social justice perspective 小学教育中遭遇误认的儿童:社会公正视角
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-19 DOI: 10.1002/berj.4006
Eleanore Hargreaves, Laura Quick, Denise Buchanan

Our research constructed school life histories with 23 ‘lower-attaining’ primary school children in England. Previous research has often failed to focus on the social justice aspects of this group, and no attempt has been made to contextualise children's misrecognition experiences within their full school life history, nor to hear primarily from children. Our results reveal for the first time the feelings, thinking and actions of lower attainers across 5 years of schooling, in response to the institutionalised practice of grouping by prior attainment. Nancy Fraser's conceptualisation of social justice as parity of participation provides our analysis framework, incorporating concepts of redistribution, recognition and representation. We focus primarily on how some low-attaining children experience misrecognition. Our results indicate how lower-attaining children sometimes identify themselves as less worthy, less connected, less similar and less visible than others. This construction allows for less respect to be shown to them and could block the fair distribution of schooling resources, and limit their opportunities for achieving social esteem.

我们的研究为英格兰 23 名 "成绩较差 "的小学生构建了学校生活史。以往的研究往往没有关注这一群体的社会公正问题,也没有尝试将儿童的误认经历与他们完整的学校生活史联系起来,也没有主要听取儿童的意见。我们的研究结果首次揭示了学习成绩较差的学生在 5 年的学校生活中,对按先前成绩分组的制度化做法的感受、思考和行动。南希-弗雷泽(Nancy Fraser)将社会公正概念化为平等参与,为我们提供了分析框架,其中包含了再分配、认可和代表性等概念。我们主要关注一些成绩较差的儿童是如何经历误认的。我们的研究结果表明,学习成绩较差的儿童有时会认为自己不如别人有价值、不如别人有联系、不如别人相似、不如别人引人注目。这种认识使他们受到的尊重较少,可能会阻碍学校教育资源的公平分配,限制他们获得社会尊重的机会。
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引用次数: 0
Legal apprenticeships: Enhancing capabilities, wellbeing, and diversity in the profession? 法律学徒制:提高专业能力、福利和多样性?
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-18 DOI: 10.1002/berj.4003
Caroline Casey, Anna Mountford-Zimdars

This original study presents findings from a study of members of the first cohort of legal degree apprentices. Introduced in the UK in 2016, legal degree apprenticeships (LAs) remove uncertainty towards legal qualification in an otherwise competitive graduate recruitment environment and could help to increase social mobility into the professions. We examine the impact of the LA pathway on the development of wellbeing and capabilities of apprentices and traditional law students through the following research questions: does it enhance wellbeing when instead of loans, debt and insecurity, aspiring lawyers have a salary, no debt and secure job prospects through an apprenticeship pathway to qualification; and does using a capability framework offer a meaningful lens for understanding the experiences on different pathways? The analysis adopts a capabilities approach, intersected with an inequalities lens, to explore interviews with 23 aspiring solicitors, from different social backgrounds and at different stages of progression on the traditional university and LA pathways in England. The interviews explored access to and experiences of both pathways, particularly how participants were able to develop and convert their social and cultural resources into key capabilities. This provided a meaningful way to make sense of participants’ experiences. Capabilities were enhanced for LA students by removing stress and uncertainty around employment. This wellbeing gain was corroded for some by long commutes into work—often centred in London. Future quantitative research could establish whether, on balance, the majority of LA students experience an overall wellbeing gain. The capability framework usefully showed how across the LA and university pathways, all participants valued agency and developing all capabilities. Social capital was a key resource for creating opportunity and a desired capability that participants sought to develop.

本原创性研究介绍了对第一批法律学位学徒成员的研究结果。法律学位学徒制(LA)于 2016 年在英国推出,它消除了在竞争激烈的毕业生招聘环境中获得法律资格的不确定性,有助于提高进入专业领域的社会流动性。我们通过以下研究问题来考察法律学位学徒制途径对学徒和传统法律专业学生的福利和能力发展的影响:当有抱负的律师通过学徒制途径获得资格而不是贷款、债务和不安全感时,有工资、无债务和有保障的工作前景是否会提高福利;使用能力框架是否能为理解不同途径的经验提供一个有意义的视角?分析采用了能力方法,并与不平等视角相结合,对 23 名有抱负的律师进行了访谈,这些律师来自不同的社会背景,处于英格兰传统大学和法律协会途径的不同发展阶段。访谈探讨了进入这两种途径的途径和经历,特别是参与者如何发展并将其社会和文化资源转化为关键能力。这为了解参与者的经历提供了一种有意义的方式。通过消除就业压力和不确定性,洛杉矶大学学生的能力得到了提高。但对一些人来说,这种幸福感的提升却因通勤时间过长而受到影响--通勤地点往往集中在伦敦。未来的定量研究可以确定,从总体上看,大多数洛杉矶学生是否在整体上获得了幸福感。能力框架有效地展示了在洛杉矶和大学的学习过程中,所有参与者是如何重视代理和发展各种能力的。社会资本是创造机会的关键资源,也是参与者希望发展的能力。
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引用次数: 0
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