Non-traditional Students Studying for Education Degrees

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F18%3A00101158" target="_blank" >RIV/00216224:14210/18:00101158 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Non-traditional Students Studying for Education Degrees

Popis výsledku v původním jazyce

Non-traditional students belong to promising groups to supply the labour market in the education. Non-traditional students (comp. Schuetze and Slowey, 2002) are – generally speaking – adult students in tertiary education who either have not undergone tertiary education during their initial education, or who have returned to tertiary education after a gap period. According to Schuetze (2014), some of their characteristics are so fundamental that he proposes using the more general term ‘life-long learners’, although the ‘non-traditional students’ category is today firmly rooted in educational discourse, which is the reason why we use the term. We want to add subtler and more nuanced findings based on research into the work and education trajectories of non-traditional students studying for education degree to this rather crude view of adult education based on statistical data of a macrostructural nature. We want to ascertain how paths of learning overlap and intersect with career paths. Current research of these questions in studies into non-traditional students is basically marginal. Moreover, investigations which have been undertaken in the Czech Republic do not specifically look into non-traditional students studying for education degrees, mainly focusing on traditional preparation paths within initial education (e.g. Píšová et al., 2013; Urbánek, 2005).

Název v anglickém jazyce

Non-traditional Students Studying for Education Degrees

Popis výsledku anglicky

Non-traditional students belong to promising groups to supply the labour market in the education. Non-traditional students (comp. Schuetze and Slowey, 2002) are – generally speaking – adult students in tertiary education who either have not undergone tertiary education during their initial education, or who have returned to tertiary education after a gap period. According to Schuetze (2014), some of their characteristics are so fundamental that he proposes using the more general term ‘life-long learners’, although the ‘non-traditional students’ category is today firmly rooted in educational discourse, which is the reason why we use the term. We want to add subtler and more nuanced findings based on research into the work and education trajectories of non-traditional students studying for education degree to this rather crude view of adult education based on statistical data of a macrostructural nature. We want to ascertain how paths of learning overlap and intersect with career paths. Current research of these questions in studies into non-traditional students is basically marginal. Moreover, investigations which have been undertaken in the Czech Republic do not specifically look into non-traditional students studying for education degrees, mainly focusing on traditional preparation paths within initial education (e.g. Píšová et al., 2013; Urbánek, 2005).

Druh

O - Ostatní výsledky

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA13-07234S" target="_blank" >GA13-07234S: Mezigenerační učení v různých sociálních prostředích</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů