ERIC Number: EJ1466285
Record Type: Journal
Publication Date: 2025
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0158-037X
EISSN: EISSN-1470-126X
Available Date: 0000-00-00
Teacher Practice under the Structural Challenges of Academic Second Chance Education
Claudia Schuchart1; Doris Bühler-Niederberger1; Benjamin Schimke1
Studies in Continuing Education, v47 n1 p88-110 2025
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.
Descriptors: Foreign Countries, Young Adults, Adult Learning, Student Needs, Personal Autonomy, Attendance, Educational Practices, Teaching Methods, High School Equivalency Programs, Adult Education, Educational Attainment, Teacher Characteristics, Student Attitudes
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; High Schools; High School Equivalency Programs; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A
Author Affiliations: 1School of Education, University of Wuppertal, Wuppertal, Germany