Working with Adult Learners.

Autor/in	Cranton, Patricia
Titel	Working with Adult Learners.
Quelle	(1992), (234 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-895131-07-3
Schlagwörter	Leitfaden; Adult Education; Adult Educators; Adult Learning; Adult Students; Attitude Change; Case Studies; Change Agents; Change Strategies; Classroom Techniques; Consciousness Raising; Foreign Countries; Independent Study; Teacher Role; Teacher Student Relationship; Transformative Learning + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Attitudinal change; Einstellungsänderung; Case study; Fallstudie; Case Study; Lösungsstrategie; Klassenführung; Bewusstseinsbildung; Ausland; Selbststudium; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Pädagogische Transformation
Abstract	This guide provides practical information, within a theoretical context, for educators who work with adult learners in formal and informal settings ranging from college and university courses to business and industrial training programs to community and special interest groups. The first two chapters examine the theoretical framework within which adult education practice exists and the special characteristics of adult learners (with special emphasis on self-directedness). Chapter 3 examines the role of adult educators in a continuum from teacher-directed through learner-directed to mutually directed learning. The process that learners complete in becoming self-directed is outlined next, in chapter 4. Chapter 5 introduces the concept of transformative learning (detailed by Mezirow in 1990) and provides several techniques that adult educators can use to encourage critical self-reflection and constructive change in their adult students. Specific practical techniques for dealing with various problems that can arise in programs based on self-directed or transformative learning are provided in chapter 6. The final chapter provides two case studies illustrating the process of developing a theory of educational practice. Contains 104 references. (MN)
Anmerkungen	Wall & Emerson, Inc., 3210 South Main St., P.O. Box 448686, Middletown, OH 45044-8686.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01