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首页> 外文期刊>Journal of Further and Higher Education >Exploring teachers’ and students’ conceptions of learning in two further education colleges
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Exploring teachers’ and students’ conceptions of learning in two further education colleges

机译：在两家继续教育学院中探索教师和学生的学习观念

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The Learning to Learn in Further Education Research Project (L2L) is coordinated by the Campaign for Learning and run by researchers at Newcastle and Glasgow Universities. The project involves teachers at two further education (FE) colleges, Lewisham and Northumberland, using practitioner enquiry methodologies to explore and share what works in learning and teaching in their context.This article uses data collected as part of the larger project to explore how the combination of societal, political and economic forces that have shaped provision in this sector impact on students’ and teachers’ views of learning when compared with the compulsory sector. The authors sought to establish whether factors such as an ethos of performativity and instrumentalisation of the curriculum were indeed at play in shaping understandings of teaching and learning, and what it means to learn in an FE context.Telephone interviews with 16 teachers provided evidence that such pressures were impacting on teaching despite the ambitions of the teachers that their practice be responsive to student need rather than curricular imperatives. Involvement with the university and the L2L project was seen by many as a way of countering perceived constraints on their freedom to exercise professional judgement. Face-to-face mediated interviews with 64 learners drawn from a number of qualification routes revealed a simplistic model for learning based around listening and the practising of skills. The authors discuss the extent to which students appear to understand this as building the necessary foundations for later, more sophisticated learning rather than as requirements of their courses per se.View full textDownload full textKeywordsLearning to Learn, practitioner enquiry, further educationRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/0309877X.2011.590582
机译：继续教育研究项目（L2L）中的学习学习由学习运动协调，并由纽卡斯尔大学和格拉斯哥大学的研究人员主持。该项目涉及两个继续教育（FE）学院Lewisham和Northumberland的教师，他们使用从业者探究方法来探索和分享在他们所处的环境中学与教的有效方法。本文使用作为较大项目一部分收集的数据来探索与强制性部门相比，形成了该部门供给的社会，政治和经济力量的组合对学生和教师的学习观产生了影响。作者试图确定诸如绩效精神和课程工具化等因素是否确实在塑造对教学的理解以及在有限元环境中学习的意义.16位教师的电话采访提供了证据尽管教师抱有雄心壮志，即他们的实践能够对学生的需求而不是对课程的要求有所响应，但压力仍在影响着教学。许多人将参与大学和L2L项目视为抵制人们对他们行使专业判断自由的限制的一种方式。通过对来自多个资格途径的64名学习者进行的面对面访谈，揭示了一种基于听力和技能练习的简单学习模型。作者讨论了学生似乎在多大程度上理解了这一点，这为以后进行更复杂的学习奠定了必要的基础，而不是作为课程本身的要求。查看全文下载全文关键字学习学习，从业人员咨询，继续教育相关var addthis_config = { ui_cobrand：“ Taylor＆Francis Online”，servicescompact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布：“ ra-4dff56cd6bb1830b”}；添加到候选列表链接永久链接http://dx.doi.org/10.1080/0309877X.2011.590582

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