Non-traditional Students Studying for Education Degrees

k 2018

Non-traditional Students Studying for Education Degrees

NOVOTNÝ, Petr, Karla BRÜCKNEROVÁ, Milada RABUŠICOVÁ, Dana KNOTOVÁ, Libor JUHAŇÁK et. al.

Základní údaje

Originální název

Non-traditional Students Studying for Education Degrees

Autoři

NOVOTNÝ, Petr (203 Česká republika, garant, domácí), Karla BRÜCKNEROVÁ (203 Česká republika, domácí), Milada RABUŠICOVÁ (203 Česká republika, domácí), Dana KNOTOVÁ (203 Česká republika, domácí) a Libor JUHAŇÁK (203 Česká republika, domácí)

Vydání

ECER 2018, 3 – 7 September, Bolzano, 2018

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

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

Stát vydavatele

Itálie

Utajení

není předmětem státního či obchodního tajemství

Odkazy

Abstract

Kód RIV

RIV/00216224:14210/18:00101158

Organizační jednotka

Filozofická fakulta

Klíčová slova anglicky

nontraditional students; education degree; higher education

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 15. 4. 2019 14:08, doc. Mgr. Martin Sedláček, Ph.D.

Anotace

V originále

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).

Návaznosti

GA13-07234S, projekt VaV

Název: Mezigenerační učení v různých sociálních prostředích

Investor: Grantová agentura ČR, Mezigenerační učení v různých sociálních prostředích

Citovat

NOVOTNÝ, Petr, Karla BRÜCKNEROVÁ, Milada RABUŠICOVÁ, Dana KNOTOVÁ a Libor JUHAŇÁK. Non-traditional Students Studying for Education Degrees. In ECER 2018, 3 – 7 September, Bolzano. 2018.

@proceedings{1434637,
   author = {Novotný, Petr and Brücknerová, Karla and Rabušicová, Milada and Knotová, Dana and Juhaňák, Libor},
   booktitle = {ECER 2018, 3 – 7 September, Bolzano},
   keywords = {nontraditional students; education degree; higher education},
   language = {eng},
   title = {Non-traditional Students Studying for Education Degrees},
   url = {https://eera-ecer.de/ecer-programmes/conference/23/contribution/43698/},
   year = {2018}
}

TY  - CONF
ID  - 1434637
AU  - Novotný, Petr - Brücknerová, Karla - Rabušicová, Milada - Knotová, Dana - Juhaňák, Libor
PY  - 2018
TI  - Non-traditional Students Studying for Education Degrees
KW  - nontraditional students
KW  - education degree
KW  - higher education
UR  - https://eera-ecer.de/ecer-programmes/conference/23/contribution/43698/
N2  - 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).
ER  -

NOVOTNÝ, Petr, Karla BRÜCKNEROVÁ, Milada RABUŠICOVÁ, Dana KNOTOVÁ a Libor JUHAŇÁK. Non-traditional Students Studying for Education Degrees. In \textit{ECER 2018, 3 – 7 September, Bolzano}. 2018.

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