ABSTRACT

Teachers are often portrayed as the recipients of information about widening access initiatives and cast in the role of encouraging their students to engage in these activities. However, recent research has corroborated what might constitute an expected association, given the time pupils spend at school: teachers can have a significant impact on the higher education [HE] intentions of young people. Yet, few studies have considered the classroom practices that may account for this. This study seeks to do this by drawing on the insights and experiences of students and teaching professionals based in two schools and a post-16 college. All three institutions have catchments that encompass educationally deprived neighbourhoods. What this investigation reveals is that certain practices can make a significant difference to educational ambitions. Prominent are those that nurture subject interest, link the school curriculum to HE options, and introduce learners to higher-level study skills. In turn, the effectiveness of these practices is influenced by the ability of teaching professionals to build rapport with their students, most prominently by sharing their own learner journeys. The paper concludes by arguing for the wider recognition of these practices since they have the potential to open up HE to more young people from backgrounds that are underrepresented in HE.

摘要

通常将教师描绘成有关扩大获取机会倡议信息的接受者，并扮演鼓励学生参与这些活动的角色。但是，考虑到学生在学校的时间，最近的研究证实了可能构成的预期关联：教师可能对年轻人的高等教育意图产生重大影响。然而，很少有研究考虑到课堂实践可以解释这一点。这项研究旨在通过利用两所学校和16后大学中的学生和教学专业人员的见识和经验来做到这一点。这三个机构的集水区都包括受教育程度低的社区。这项调查揭示的是，某些实践可以对教育抱负产生重大影响。那些能激发学科兴趣，将学校课程与高等教育方法联系起来，并向学习者介绍更高水平的学习技能的人尤为突出。反过来，这些实践的有效性受到教学专业人员与学生建立融洽关系的能力的影响，最显着的是分享他们自己的学习者旅程。本文最后提出了对这些实践的广泛认可，因为这些实践有可能向高等教育领域中代​​表性不足的背景的年轻人开放高等教育。最重要的是分享他们自己的学习经历。本文最后提出了对这些实践的广泛认可，因为这些实践有可能向高等教育领域中代​​表性不足的背景的年轻人开放高等教育。最重要的是分享他们自己的学习经历。本文最后提出了对这些实践的广泛认可，因为这些实践有可能向高等教育领域中代​​表性不足的背景的年轻人开放高等教育。