Supervisor and Supervisee Perceptions of an Adult Learning Model of Graduate Student Supervision

2013 ◽  
Vol 23 (1) ◽  
pp. 12-21 ◽  
Author(s):  
Monica Gordon-Pershey ◽  
Patrick R. Walden
Keyword(s):  
Adult Learning ◽  
Graduate Student ◽  
Learning Model ◽  
Student Supervision

scholarly journals Implementation of the Andragogy Learning Model in Andragogy Competency Training for PKBM Tutors

2021 ◽  
Vol 9 (4) ◽  
pp. 627
Author(s):  
Yuka Martlisda Anwika ◽  
Titi Maemunaty ◽  
Wilson Wilson ◽  
Aswandi Bahar
Keyword(s):  
Adult Learning ◽  
Learning Model ◽  
Tutor Training ◽  
Competency Training ◽  
Inhibiting Factor ◽  
Question And Answer ◽  
Attitude Behavior ◽  
Joint Evaluation ◽  
Descriptive Qualitative

This study aims to determine the implementation of the Andragogy Learning Model in Andragogy Competency Training for PKBM Tutors in Kampar Regency. The method used is descriptive qualitative. Researchers used observation, interviews and documentation. Sources of data are 2 tutors 5 students. The results showed that the implementation of the andragogy learning model was the delivery of material from the tutor/training instructor according to the material that had been mutually agreed upon, then there was a question and answer or discussion for joint evaluation. The results of the andragogy learning model showed that there was an increase and change in terms of knowledge, attitudes and skills. In knowledge knowing about andragogy competencies and how to apply them in adult learning. In attitude that the trainees are very good in attitude, behavior and activity so that enthusiasm in learning is very good. In terms of skills, participants have been able to practice in learning about andragogy competencies because they have in-depth understanding of andragogy competencies for tutors after training. The supporting factors are the enthusiasm of the participants, the focus of the participants, supported by PKBM Mutiara Kampar, the network between PKBM and tutors who are able to guide the participants well, and teach the material as expected. The inhibiting factor is the timing and delivery of materials that adapt to the understanding of the participants.

scholarly journals PENGUATAN KAPASITAS BUMG BERSAMA MINAPOLITAN MEURASA SABAN KABUPATEN ACEH TIMUR MELALUI EDUTEKNOPRENEURSHIP

2019 ◽  
Vol 2 (2) ◽  
pp. 85
Author(s):  
Muhammad Baihaqi ◽  
Syardiansah Syardiansah ◽  
Zulkarnen Mora
Keyword(s):  
Adult Learning ◽  
Financial Management ◽  
Learning Model ◽  
Active Participation ◽  
Business Development ◽  
Target Group ◽  
Development Plan ◽  
Training Material ◽  
Level Of Satisfaction ◽  
Financial Governance

Gampong-Owned Enterprises (BUMG) Minapolitan Meurasa Saban is a business entity owned by 5 villages (bale buya, matang gleum, kuala leuge, seuneubok peusangan and seuneubok pidie). with one of their business is BUMDES Mart Minapolitan Meurasa Saban. The weakness of administrative and financial as well as manual product registration are problems encountered in marketing the products on display at BUMG. The purpose of this program is to improve administrative and financial management staffs  based on edutechnopreneurship. The activity was carried out for 5 months starting from May to September 2019. The activities involved 15 BUMG management and supervisors of  Minapolitan Meurasa Saban. The method used is discussion and active participation of the target group by applying adult learning model. The activities were carried out in several stages which included coordination, socialization, training and mentoring activities. The results of the evaluation of the implementation of the activity showed that there was an increase in the capacity of BUMG's Bersama Minapolitan Meurasa Saban supervisors and management staffs on improving BUMG's administrative and financial governance. The results of the questionnaire showed that 10 administrators (75%) understood all the training material well, while 5 administrators (25%) understood all the training material. The level of satisfaction of the training participants showed 12 managers (85%) were very satisfied and 3 administrators (15%) were satisfied with the implementation of the training. BUMG Bersama Minapolitan Meurasa Saban supervisors and administrators have understood AD / ART and TUPOKSI, whereas the treasurer and operator of BUMG Bersama Minapolitan Meurasa Saban are able to understand the edutechnopreneurship-based product registration, BUMG Bersama Minapolitan Meurasa Saban has a business development plan as stated in the annual work programKey word:  BUMG Bersama Minapolitan Meurasa Saban, Aceh Timur District, Edutechnopreneurship 

scholarly journals Being a Teacher of Holistic Profession: A Perspective of Transformative Learning

2019 ◽  
Vol 1 (2-3) ◽  
pp. 472-487 ◽  
Author(s):  
Xudong Zhu ◽  
Jian Li
Keyword(s):  
Adult Learning ◽  
Transformative Learning ◽  
Critical Reflection ◽  
Practical Experience ◽  
Learning Model ◽  
Learning Processes ◽  
The Core ◽  
Core Subject ◽  
Learning Development ◽  
Core Idea

This study explores how to be a teacher of holistic profession from a perspective of transformative learning. Cultivating holistic profession in transformative learning involves the process of changes in communicative and instructional learning, the process of learning practical experience, and the process of critical reflection. These transformative learning processes contribute to the construction of teachers’ holistic profession contextually. The rationales of applying a perspective of transformative learning concentrate on three major reasons. Cultivating teachers’ profession as one type of adult learning is the core subject of transformative learning. Development serves as core idea of teachers’ holistic professional consciousness. The learning transformation occurred from semi-profession to holistic profession. In this sense, the transformative learning model for teachers’ profession is initially proposed to identify a special lens to shape an explicit pathway of being a teacher of holistic profession. In this model, transformative learning involves identifying “learning being professional”. Transformative relationship focuses on “teaching being professional”. Transformative context view concentrates on contenting being professional. Transformative context view involves contenting being professional. The conclusion and remarks are offered to summarize the rewards of being a teacher of holistic profession.

Applying Adult Experiential Learning Theory to Clinical Supervision: A Practical Guide for Supervisors and Supervisees

2013 ◽  
Vol 23 (3) ◽  
pp. 121-144 ◽  
Author(s):  
Patrick R. Walden ◽  
Monica Gordon-Pershey
Keyword(s):  
Experiential Learning ◽  
Case Studies ◽  
Clinical Supervision ◽  
Graduate Student ◽  
Learning Theory ◽  
Bloom's Taxonomy ◽  
Learning Model ◽  
Experiential Learning Theory ◽  
Practical Guide ◽  
Bloom’S Taxonomy

This article describes the application of adult experiential learning theory to the clinical supervision of graduate student clinicians in communication sciences and disorders. The proposed adult experiential learning model integrates enhanced and updated interpretations of Bloom’s Taxonomy. Practical tools to help supervisors and supervisees implement the model are provided: a clinical supervision worksheet and two case studies illustrating use of the model.

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