Accelerated Degrees in Education: A New Profile, Alternative Access to Teaching or Part of a "Re-Tooling" Process?

Autor/inn/en	Cabral, Ana; Lambirth, Andrew
Titel	Accelerated Degrees in Education: A New Profile, Alternative Access to Teaching or Part of a "Re-Tooling" Process?
Quelle	In: Journal of Further and Higher Education, 42 (2018) 6, S.742-755 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2017.1311995
Schlagwörter	Foreign Countries; Acceleration (Education); Undergraduate Students; Student Attitudes; Student Surveys; Likert Scales; Access to Education; Academic Degrees; Skill Development; Outcomes of Education; Career Choice; Teaching (Occupation); Teacher Education; Alternative Teacher Certification; Mixed Methods Research; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Acceleration; Beschleunigung; Schülerverhalten; Schülerbefragung; Likert-Skala; Education; Access; Bildung; Zugang; Bildungszugang; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Kompetenzentwicklung; Qualifikationsentwicklung; Lernleistung; Schulerfolg; Teaching; Lehrberuf; Lehrerausbildung; Lehrerbildung; Großbritannien
Abstract	In the UK, the provision of accelerated undergraduate programmes is responding to the needs of an increasingly diverse and career-focused student body and a flexible, ever-changing labour market. These fast track degrees are particularly new in education where recent developments in school autonomy and teacher training have had consequences on the design and delivery of programmes, definition of professional profiles and implications for the future of education as a subject of study in universities. This article portrays a small-scale research study about the views of students undertaking a new two-year accelerated degree in one English university using surveys at the beginning and end of the first academic year. The great majority were not planning to attend the programme but have chosen it for its career options and for being a quicker and cheaper route to access a degree--with teaching as the career goal. After one year, students reported gains in knowledge and skills, recommended the programme and kept their intention to pursue a career in teaching. Overall, we address a gap in the literature and start the discussion about the (dis)association between the students' career routes and goals, the provision of these programmes and the teacher training offers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01