págs. 17-27
págs. 28-36
Fitting in or cooling out?: Vocational learners in a traditional university - notes toward a research methodology
Jenny Owen, Margaret K. Lewis, Louise Ritchie, Freda Chapple, Graham Jones, Simon Warren, Sue Webb
págs. 37-47
Learning careers of poor university students in the Dominican Republic: cultural, institutional and personal dimension
págs. 48-63
The journey of non-traditional adult students at the University of Aveiro, Portugal
Ana Vitória Baptista, Maria Lucília Marques Dos Santos, José Tavares
págs. 64-75
págs. 76-87
Part-time study: Full time commitment: how adult learners perceive their experience ad learners in their first year of their learning journey
págs. 88-108
págs. 98-108
"Always on the outside, always looking in": Ethnic minority women's experiences of exclusion from Higer Education communities of practice
págs. 109-118
págs. 121-128
págs. 129-138
Recognition of life-span learning from Permanent Education perspective
Emilio Lucio-Villegas, Isabel Cristina Pereira de Sousa Gomes, António Fragoso de Almeida
págs. 139-147
"Follow the yellow brick road": Explorers and tourists on the journey to teaching qualifications in further education in England
págs. 148-161
(The most) difficult educational journeys.: School for adults in the changing social and cultural context
págs. 162-171
Bridging the gap: Challenges in shaping the learning identity of adults
págs. 172-182
Learning in later life: A longitudinal study of participation in continuing education
págs. 183-191
Demographic change and altering learning demands: "People in the third age" as challenging target group for adult education
págs. 192-199
págs. 203-216
págs. 217-223
'I second that emotion!: Recognising the impact of emotional influences in biographical research
págs. 224-234
págs. 235-243
págs. 244-253
Museums for language learning?: The transformational learning experiences of adult immigrants learning English in museums in Scotland
págs. 254-264
págs. 265-274
Identity formation and learning narratives: The story of a Zimbabwean refugee in the United Kingdom
págs. 275-286
págs. 289-298
págs. 299-308
Learning at all cost.: Researching difficult learning journeys through auto/biographical accounts of change in working lives
págs. 319-331
How to motivate Japanese "NEET": New challenges for society and some possible implications for the role of learning
págs. 332-341
"Selbstbidlung": A way to develop competencies and personality by using tasks at the workplace and in daily life as learning opportunities
págs. 342-351
Spaces of learning: The challenges of policy frameworks for the personal and professional identities of adult educators in England. Thoughts from an action research project
págs. 352-361
Shifting the discourse: Mediating professional identities in a professional development community
págs. 362-371
págs. 372-379
An examination of the potential impact of the interview for PGCE courses on stopping or restricting learning journeys: An empirical study
págs. 380-392
Why do they leave?: Should attrition, or could attrition in teacher education be prevented?
págs. 393-403
págs. 404-408
Exploring biographical approaches to understanding learning as identity: Cases of emergent school leaders
págs. 409-421
How to shape a teacher: Five teachers' view on participation in a mandatory course in and about Higher Education
págs. 422-430
págs. 431-444
Motivation to nurse: Symbolic capital and violence in professional education
págs. 445-452
Round Table 1: Professional learning and identity reconstruction through development and mentoring of research work and doctoral theses
págs. 453-457
págs. 458-466
págs. 467-477
págs. 475-481
págs. 482-490
Round table 2: Language, activity, identity and axperiences in learning for adults
pág. 491
The specific use of small expressive markers "euh", "bon/well" and "je/l", etc.: An illustration in three particular situations. Philosophical discussion, a-symmetric dialogue and cooperative learning interaction
págs. 492-502
págs. 503-511
págs. 512-524
págs. 525-528
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