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The Roles of Cultural Capital in Teacher-Student Interactions in China: A Qualitative Study of Students in Higher Vocational Colleges.

ABSTRACT: The theory of cultural capital has long been applied to explain academic achievement. This qualitative study investigated first-year students in higher vocational colleges and, taking this low cultural capital group as an example, explored how cultural capital has affected their past teacher-student interactions. Participants described their experience of interacting with their teachers. We found that these students primarily experienced authoritative and laissez-faire teacher-student interactions. Students' embodied and institutionalized cultural capital profoundly affected different aspects of the teacher-student interaction. In modern China, vocational and academic education are of the same status, so teachers should modify their evaluations based solely on academic achievement. When interacting with students, teachers should be more understanding and interact in a more student-centred way. Teacher training programmes should also be reformed, and training for teachers in general and vocational schools should be distinguished.

SUBMITTER: Huang J

PROVIDER: S-EPMC10452010 | biostudies-literature | 2023 Aug

REPOSITORIES: biostudies-literature

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The Roles of Cultural Capital in Teacher-Student Interactions in China: A Qualitative Study of Students in Higher Vocational Colleges.

Huang Junjun J Li Meiyi M Wei Shumin S He Zhen Z

Behavioral sciences (Basel, Switzerland) 20230819 8

The theory of cultural capital has long been applied to explain academic achievement. This qualitative study investigated first-year students in higher vocational colleges and, taking this low cultural capital group as an example, explored how cultural capital has affected their past teacher-student interactions. Participants described their experience of interacting with their teachers. We found that these students primarily experienced authoritative and laissez-faire teacher-student interactio ...[more]

PMID: 37622830

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Project description:AimTo evaluate learners' and stakeholders' experiences and perspectives of two models of pre-nursing vocational education and training (VET) schemes on nursing workforce recruitment.DesignQualitative exploratory approach.MethodsThis qualitative study comprised online, semi-structured interviews of nine stakeholders and eight trainees from one United Kingdom region in which two pre-nursing VET scheme models were implemented. Interview data was thematically analysed and interpreted through a social capital theory lens.ResultsThe interviews uncovered three key themes concerning the participants' experiences and perspectives on workforce recruitment: motivations and expectations, relational aspects of curriculum design and delivery and future possibilities. Established social structures were reported to be connected to education and clinical boundaries, enabling learners to build relationships with staff and patients and influencing their identity and career choices in healthcare. Limited placement opportunities hindered clinical learning, trainees from non-traditional backgrounds were underrepresented, and the validity of the academic preparation was unclear.ConclusionThe study makes a novel contribution by explaining how social assets can be created for all parties through two pre-nursing VET models when stakeholders' expectations and motivations align with learners' aspirations for a vocational route into nursing. This potentially leads to recruitment into nursing and healthcare pathways. The study's insights also showed a lack of recognition of this route to nursing and a lack of standardisation in access and educational delivery. The findings have implications for policy and educational practice. A deeper understanding of the socioeconomic factors affecting learners' nursing and healthcare career choices can enhance existing knowledge. Furthermore, studies are required to compare with other regions nationally and internationally to determine how pre-nursing VET schemes significantly address the global nurse recruitment crisis while considering local social and economic contexts.Reporting methodConsolidated criteria for reporting qualitative research (COREQ).Patient or public contributionStakeholder consultation during the study's design phase influenced the development of the research questions. Presenting the findings at a regional stakeholder workshop highlighted the key discussion points reported in the paper.

Dataset Information

The Roles of Cultural Capital in Teacher-Student Interactions in China: A Qualitative Study of Students in Higher Vocational Colleges.

Publications

The Roles of Cultural Capital in Teacher-Student Interactions in China: A Qualitative Study of Students in Higher Vocational Colleges.

Similar Datasets

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