scholarly journals Motivating Instruction in University Continuing Education: A Fresh Look at the Key Principles

2013 ◽  
Vol 27 (1) ◽  
Author(s):  
Edwin G. Ralph
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Continuing Education ◽  
Learning Process ◽  
Effective Instruction ◽  
Review Of The Literature ◽  
Practical Applications ◽  
University Continuing Education ◽  
Teaching Learning

This article revisits the critically important issue of how to motivate adults to learn. From a review of the literature on effective instruction, the author synthesizes five comprehensive principles that exemplary facilitators of adult learning typically apply in their sessions, courses, and programs to create and/or sustain learner interest. The article includes some practical applications of these principles for instructors, programmers, and others who wish to enhance the teaching/learning process in adult education.

scholarly journals Research on University Continuing Education: Barriers and Future Possibilities

2013 ◽  
Vol 25 (2) ◽  
Author(s):  
Anne Percival ◽  
Bill Kops
Keyword(s):  
Education Research ◽  
Adult Education ◽  
Continuing Education ◽  
Research Activity ◽  
University Continuing Education ◽  
Traditional Approaches

This paper examines barriers to research on university continuing education (UCE) in terms of two groups of factors: those that inhibit adult education research generally, and those that are specific to the UCE context and adversely affect research activity in this setting. Within UCE, the mandate, culture, qualifications of staff, the nature of work, and the nature of research that is conducted make traditional approaches to research problematic. The paper suggests that acceptance of a broader conceptualization of research by university continuing educators could enhance research related to practice.

scholarly journals FROM ELEMENTARY SCHOOL TO UNIVERSITY EDUCATIONAL PROGRAMMES: A COMPREHENSIVE STUDY OF THE ADULT EDUCATION IN SPAIN

2013 ◽  
Vol 51 (1) ◽  
pp. 113-125
Author(s):  
Gonzalo Sacristán-Pérez-Minayo ◽  
Ruth María Martín-Moro
Keyword(s):  
Adult Education ◽  
Adult Students ◽  
Lifelong Learning ◽  
Learning Process ◽  
Educational Process ◽  
Point Of View ◽  
Teaching Methodology ◽  
Knowledge Based Economy ◽  
Teaching Learning ◽  
Developing Society

Lifelong learning plays an important role due to the actual needs that we have in terms of knowledge-based economy. It provides education both to working and non-working people who want to be part of this developing society. In this study, two different levels of the Spanish Adult Education are assessed but not only from an individual point of view, but also from the point of view of cooperation between them in order to improve the teaching-learning process. Both the Education Centre of Olmedo (Olmedo, Spain) and the University of Burgos (Burgos, Spain) are described deep inside and likewise, the activities that they two are developing to interconnect both the two centres and the educational levels so that the learning process is never interrupted. Activities such as seminars, web pages management, oral presentations and questionnaires showing different aspects of the educational process will be discussed in the present study. The use of the new Information Technology and Communication (ICT) should be enhanced for effective learning of our adult students. From our results, it will be demonstrated that adults can be part of the education system and therefore gain new skills and knowledge that let them succeed in their lives. Key words: adult education, developing society, lifelong learning, teaching-learning process, teaching methodology.

Transformative Learning

2011 ◽  
pp. 913-917
Author(s):  
Victor X. Wang
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Transformative Learning ◽  
Continuing Education ◽  
Columbia University ◽  
Emeritus Professor ◽  
Adult And Continuing Education ◽  
Teachers College ◽  
Jack Mezirow ◽  
Adult And Continuing

Mention of transformative learning immediately reminds scholars and learners of its chief proponent, Jack Mezirow, who is Emeritus Professor of Adult and Continuing Education, Teachers College, Columbia University, Former Chairman, Department of Higher and Adult Education, and Director for Adult Education. It was Mezirow who popularized the theory of transformative learning in the early 1980s. Mezirow’s theory is such that individuals’ meaning perspectives are transformed through a process of construing and appropriating new or revised interpretations of the meaning of an experience as a guide to awareness, feeling, and action (Jarvis, 2002, p. 188). Later, scholars such as Cranton and King, expanded this theory of transformative learning by publishing two more books in this area. Cranton (1994) published a book titled Understanding and Promoting Transformative Learning. King (2005) published another titled Bringing Transformative Learning to Life. Both books, including Mezirow’s original books, have greatly enhanced the theory in the field of adult learning.

scholarly journals EDUKACYJNE ASPEKTY TWORZENIE KAPITAŁU LUDZKIEGO JAKO KLUCZOWEGO ZASOBU PRZEDSIĘBIORSTWA

2019 ◽  
Vol 2 (16) ◽  
pp. 116-122
Author(s):  
Ян Сікора
Keyword(s):  
Professional Development ◽  
Human Capital ◽  
Adult Education ◽  
Adult Learning ◽  
Learning Process ◽  
Teaching Practice ◽  
Phenomenological Approach ◽  
Inductive Method ◽  
Knowledge Based

The article is about possibilities of using an educational potential in the process of developing human capital in an enterprise company. Research conducted at a large enterprise that is part of a global corporation. The author presented the system of professional development of employees. The results of the study show that a modern production company at the same time is an organization that assesses the value of human capital for the effectiveness of the company. The way in which the system of employee professional development is formed indicates that the researched enterprise applies the principles that are specific for a "knowledge-based organization". This means creating an organization where the system of acquiring and transferring new knowledge is not the domain of a narrow group of specialists, but becomes an integral part of every lesson, is a usual procedure and task of each employee. Forms of used trainings and its evaluation by management are an interesting aspect of the employee improvement system in the enterprise company. An analysis of this material helps to use it in the methodological preparation of the adult learning process and the evaluation of learning effectiveness. The case study described in the article is a good example of applying a methodology appropriate for the adult learning process. Attention should be paid to the relationship between theory and teaching practice. The case study presented in the article is an example of this. Attention should be paid to the phenomenological approach to the subject of study that involves an inductive method of formulating generalizations. Key words: adult education, human capital, professional development, knowledge-based organization, adult education methodology.

scholarly journals Formação Continuada a Distância em Conselhos Escolares: Experiências de Ensino e Aprendizagem

EAD em FOCO ◽  
2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Ana Lucia Calbaiser da Silva ◽  
Maria Cecília Luiz ◽  
Maria Cristina Luiz Ferrarini
Keyword(s):  
Distance Education ◽  
Continuing Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Pedagogical Issues ◽  
School Council ◽  
School Councils ◽  
Continuous Education ◽  
Democratic Management ◽  
Teaching Learning

No Brasil, a oferta de educação a distância encontra-se em processo de expansão, o que permite à população maior acesso à formação inicial e continuada, pois rompe com as dificuldades impostas pelo tempo e espaço. O Curso de Formação Continuada em Conselhos Escolares, ofertado pela Universidade Federal de São Carlos em parceria com a Secretaria de Educação Básica do Ministério da Educação, advém como possibilidade de formação contínua e de fortalecimento desses colegiados. O objetivo deste artigo é apresentar questões sobre o processo de ensino/aprendizagem desenvolvido no curso, por meio de uma metodologia pautada no relato de experiência das questões pedagógicas. Após o estudo, verificou-se que a concepção de ensino/aprendizagem do curso é a democrática. Superando a perspectiva idealista de conselhos escolares, ministram-se conteúdos e atividades que direcionam os cursistas para a investigação sobre sua própria realidade. Considera-se que essa investigação, aliada aos conteúdos estudados, acaba por modificar suas concepções a respeito da gestão democrática e amplia ou desperta novas percepções com relação às formas de estruturar seus conselhos escolares. Enfatiza-se a necessidade de que haja mais formações iniciais e continuadas em conselhos escolares nos moldes deste curso, uma vez que possibilitam a reflexão sobre a importância deste colegiado nas escolas.Palavras-chave: Formação continuada; Conselho escolar; Educação a distância; Concepção democrática. Continuing Distance Education in School Councils: Teaching and Learning ExperiencesAbstract In Brazil, the distance education provision is in process of expansion, that allows population greater access to initial and continuing education, as breaks with the difficulties imposed by time and space. The Curso de Formação Continuada em Conselhos Escolares, offered by the Universidade Federal de São Carlos - UFSCar in partnership with the Secretaria de Educação Básica do Ministério da Educação (SEB/MEC), comes as the possibility of continuous education and strengthen these collegiate. The objective of this paper is to submit questions about the teaching/learning process developed in the course, through a methodology guided the experience report of pedagogical issues. After the study, it was found that the designing of teaching/learning of this course is democratic. Overcoming idealistic perspective of school councils, are applied content and activity that guide the course participants in the research on their own reality, which combined with the contents studied, eventually modify their conceptions of democratic management and increases or awakens new perceptions regarding ways to structure their school boards. It highlights the need important that there are more initial and continuing education in school councils under of this course, as it enables reflection on the importance of this collegiate in schools.Keywords: Continuing formation; School council; Distance education; Democratic conception.

Evolution of Adult Education

2009 ◽  
pp. 791-804 ◽  
Author(s):  
Vivian W. Mott
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Continuing Education ◽  
Career And Technical Education ◽  
Technical Education ◽  
Adult And Continuing Education ◽  
Career And Technical ◽  
E Learning ◽  
The Impact ◽  
Adult And Continuing

This chapter explores first the evolution of adult learning primarily in a Western context and particularly in terms of career and technical education. The discussion includes not only lifelong and self-directedlearning, but also the various contexts and venues in which career and technical education occurs. The chapter concludes with both the challenge and promise of e-learning in the field of adult and continuing education, asking what the impact of e-learning specifically may be for learners, stake-holders, instructors, and the field itself.

ANDRAGOGICAL PRINCIPLES OF ADULT EDUCATION AND PROVIDING THE QUALITY OF CONTINUOUS PEDAGOGICAL EDUCATION

2020 ◽  
Author(s):  
Olga Melnychenko
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Educational Needs ◽  
Theory And Practice ◽  
Educational Work ◽  
The Subject ◽  
The Impact

The article is devoted to the development of adult education, its andragogic principles and the impact on the quality of continuous pedagogical education. It examines mechanisms for improving the quality of lifelong teacher education through the updating of content, the development and implementation of innovative learning technologies in line with new European educational guidelines and concepts, taking into account national educational traditions. The article examines the specificity of andragogic processes, world experience in adult education, and discusses the basic concepts of andragogy. The author analyzes the importance of the development of andragogy as a science, which allows to formulate and realize the main goals of adult education in the context of the human life path. It is noted that adult education today is based on continuing education, self-education and self-development. The importance of preparing future teachers for adult learning is emphasized in the article, the importance of a logically designed program and principles that aim to provide practice-oriented learning and an integral part of the quality of learning. Andragogic theory of adult learning is based on the fact that the purpose of the modern approach to education is to promote the development and enrichment of the whole personality, the manifestation of its identity, 30 Педагогічна освіта: теорія і практика. Психологія. Педагогіка Pedagogical Education: Theory and Practice. Psychology. Pedagogy actualization and abilities. It brings together knowledge about the specificities of adult learning, taking into account their age, educational and living needs, real opportunities, individual characteristics and experience, psyche and physiology. Andragogic science studies the content, forms, methods and means of organizing adult learning in order to facilitate it, meet the educational needs, increase the operational efficiency of the education received while solving life problems, achieve individual goals, self-realization of personality. A number of functions are entrusted with adult education, including: social - use of social experience and involvement in solving contemporary problems of society; adaptive - regulation of relationships in a rapidly changing external environment; information - access to the necessary information, its search, selection, systematization, reproduction, use; compensation - compensation for the disadvantages of previous levels of education and ensuring a balance of self-competence and current requirements for the profession; developmental - mastering new methods of action. An andragogic approach to learning is a set of ideas that take into account the features of a purposeful process of stimulating, educating, training and improving an adult during vocational training and retraining, which integrates the experience of individual, creative, personally oriented approaches. The subject of the modern andragogy is the following basic principles: 1. The priority of self-study. Independent activity of learners is the main type of educational work for adult learners. Independent activity means the independent organization of the process of learning by students. 2. The principle of joint activity that ensures the unity of activities of learners with those who are learning, regarding the planning, implementation, evaluation and correction of the learning process. 3. The principle of relying on the experience of the learner, according to which the experience of the learner is used as one of the learning sources. 4. Individualization of learning. According to this principle, each student, together with other cadets, creates an individualized training program that is focused on specific educational needs and learning goals and takes into account the experience, level of training, psychophysiological and cognitive characteristics the learner. 5. Systematic training. This principle implies compliance with the objectives, content, forms, methods, learning tools and evaluation of its results. 6. The context of training is aimed at defining specific, vital for the learner, goals, oriented to fulfill their social roles or to improve the personality, taking into account the conditions of professional, social and everyday activities. 7. The principle of actualization of learning outcomes. Provides immediate application of the knowledge, skills, and qualities acquired by the adult learner. 8. The principle of electivity of learning. It means giving the learner some freedom to choose goals, content, forms, methods, sources, means, terms, place of study, evaluation of learning outcomes. 9. The principle of development of educational needs. According to this principle, first, the learning outcomes are assessed by revealing the real degree of learning material and determining the amount of knowledge, without which it is impossible to achieve the goal of learning; secondly, the learning process is directed at the formation of new educational needs in the learners, which are specified after the achievement of a specific learning objective. 10. The principle of mindfulness of learning. It means awareness, comprehension of the subject of learning all the parameters of the learning process and their actions to organize its process

Adult Education Through a Cosmopolitanism Lens: A Review of the Research Literature

2018 ◽  
Vol 68 (3) ◽  
pp. 179-196 ◽  
Author(s):  
Joellen E. Coryell ◽  
Oleksandra Sehin ◽  
Cindy Peña
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Adult Learning ◽  
Research Literature ◽  
Research Articles ◽  
Future Research ◽  
Review Of The Literature ◽  
Geographical Locations

This review of the literature offers an analysis of ways in which the theory and pedagogical concepts of cosmopolitanism have been employed across research in adult education contexts. Twenty-nine research articles and dissertations on cosmopolitanism and adult education, conducted in various geographical locations and adult education contexts, were selected for the analysis. The article presents how researchers define and theorize cosmopolitanism, the purposes for using cosmopolitanism tenets in the studies, and conclusions that the findings proffer about cosmopolitanism for adult learning, teaching, and continuing and professional development. The review concludes with implications for practice and future research.

scholarly journals A AVALIAÇÃO E O ERRO NO PROCESSO DE ENSINO-APRENDIZAGEM NA FORMAÇÃO INICIAL E CONTINUADA DE PROFESSORES DE MATEMÁTICA

2020 ◽  
Vol 5 (1) ◽  
pp. 544-562
Author(s):  
Marcelo Orlando Sales Pessim ◽  
Eliana Alves Pereira Leite
Keyword(s):  
Continuing Education ◽  
Mathematics Teachers ◽  
Learning Process ◽  
Mathematics Teacher ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Initial Training ◽  
Field Approach ◽  
Teaching Learning ◽  
State Schools

Resumo: Teve-se por objetivo analisar como a avaliação e o erro no processo de ensino-aprendizagem têm sido abordados na formação inicial e continuada de professores de matemática. Metodologicamente a pesquisa é de abordagem qualitativa e de campo. Participaram 5 professores de matemática que atuam nos anos finais do Ensino Fundamental e Médio de escolas estaduais de Ouro Preto do Oeste/RO. Para tanto, utilizou-se questionário, entrevista semiestruturada e procedeu-se a análise documental de Projetos Pedagógicos do Curso (PPCs) de Licenciatura em Matemática da Universidade Federal de Rondônia (UNIR), Campus de Ji-Paraná. Verificou-se que somente 2 professores participaram de algum tipo de estudo sobre avaliação e erro no processo de ensino-aprendizagem na formação inicial, e 4 professores tiveram acesso à discussão da referida temática na formação continuada. Nos PPCs, dos ciclos de 2000-2005 e 2006-2016, não foram encontrados elementos que se referem ao erro, no entanto, no segundo PPC, identificou-se em um componente curricular, mais especificamente em uma unidade, a discussão sobre a avaliação como um dos conteúdos programáticos. Espera-se que os resultados propiciem reflexões sobre a importância de ser oportunizado ao professor de matemática conhecimento acerca da avaliação na formação inicial e continuada.Palavras-chave: O erro; Ensino-aprendizagem; Formação inicial; Formação Continuada; Professor de matemática. Abstract: This article’s aim was to analyze how evaluation and error in the teaching-learning process has been addressed in the initial and continuing education of mathematics teachers. Methodologically the research has a qualitative and field approach. Five mathematics teachers who work in the final years of elementary and high school from state schools in Ouro Preto do Oeste/RO participated. For this purpose, a questionnaire, semi-structured interview was used and the documental analysis of Pedagogical Projects of the Course (PPCs) of the Mathematics Degree at the Federal University of Rondônia (UNIR), Campus of Ji-Paraná was carried out. It was found that only two teachers participated in some type of study on evaluation and error in the teaching-learning process in the initial training, and four teachers had access to the discussion of that theme in continuing education. In the PPCs, from the 2000-2005 and 2006-2016 cycles, no elements were found that refer to the error, however, in the second PPC, the discussion of evaluation as a component was identified in a curricular component more specifically in a unit programmatic content. It is expected that the results will provide reflections on the importance of giving mathematics teacher knowledge about the assessment in initial and continuing education.Keywords: The mistake; Teaching and learning; Initial formation; Continuing Education; Mathematics teacher.

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