Teacher practice under the structural challenges of academic second chance education
Dados Bibliográficos
| ID | 21458720 |
|---|---|
| Autores | Claudia Schuchart (0000-0003-1033-1084, University of Wuppertal, autor correspondente), Doris Bühler-Niederberger (University of Wuppertal), Doris Bühler‐niederberger (0000-0001-6944-947X, University of Wuppertal), Benjamin Schimke (0000-0002-9399-3229, University of Wuppertal) |
| Ano | 2025 |
| Volume | 47 |
| Fascículo | 1 |
| Páginas | 88-110 |
| Data de publicação | 2025-01-02 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Studies in Continuing Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0158-037X • E-ISSN: 1470-126X |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0158037x.2024.2310294 |
| OpenAlex | W4391718270 |
| Idioma | EN |
| Referências citadas | 54 |
Academic second-chance education (SCE) provides young adults with the opportunity for upward mobility. However, many young people in academic SCE have unfavourable prerequisites, which make it difficult for them to meet academic requirements. In this article, we explore how teachers respond to this challenge in their practice and the extent to which teacher practice matches learner expectations. We look at formal academic SCE and the following aspects of teacher practice: supporting weak learners, applying rules on discipline and grading, and building teacher-learner relationships. Our basis is a dataset of 176 teachers and 600 learners in 9 schools of academic SCE in Germany. The results show that a majority of teachers report that they support weak learners and address learners’ personal needs whilst insisting on general rules for discipline and grading. However, almost half of the learners want more recognition of their adult status – more that is than their teachers perceive – by being granted autonomy, professional relational distance and more flexibility on absence rules. This article discusses the extent to which structural features of academic SCE make it difficult to perceive the adult needs of learners and at the same time to pursue challenging learning goals
Higher education · Mathematics education · Medical education · Pedagogy · Political science · Sociology · Global Educational Policies and Reforms · Higher Education Learning Practices · Medicine · Psychology · Student Assessment and Feedback
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The School Class as a Social System
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Multiple Imputation for Nonresponse in Surveys
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The gap between learners’ personal needs and institutional demands in second chance education in Germany
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Pädagogische Permissivität
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The teacher's soul and the terrors of performativity
Toward a Conception of Culturally Responsive Classroom Management
Latent Class Analysis
Schools as Sites for Transformation
Rethinking Social Class
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |