Translating the Transformative Learning Approach into Practice: The Case of a Training of Trainers' Pilot in Client-Centred Extension Approach

Autor/inn/en	Gerster-Bentaya, Maria; Knierim, Andrea; Herrera Sabillón, Beatriz
Titel	Translating the Transformative Learning Approach into Practice: The Case of a Training of Trainers' Pilot in Client-Centred Extension Approach
Quelle	In: Journal of Agricultural Education and Extension, 28 (2022) 2, S.187-207 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Knierim, Andrea) ORCID (Herrera Sabillón, Beatriz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-224X
DOI	10.1080/1389224X.2021.1953549
Schlagwörter	Foreign Countries; Transformative Learning; Experiential Learning; Extension Agents; Extension Education; Agricultural Education; Attitude Change; Training; Training Methods; Outcomes of Education; Learning Activities; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Pädagogische Transformation; Experiental learning; Erfahrungsorientiertes Lernen; Erweitertes Bildungsangebot; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Attitudinal change; Einstellungsänderung; Didaktik; Trainingsmaßnahme; Lernleistung; Schulerfolg; Lernaktivität; Äthiopien
Abstract	Purpose: To analyse the experiential learning approach to induce attitudinal change in the Ethiopian agricultural extension system to transform services from a top-down teaching to a participatory and interactive way. Design/Methodology/Approach: Reconstruction of three training of trainers' pilot trainings in a regional Ethiopian extension system from 2017 to 2020. The article analyses authors' reflections and trainees' self-assessment of the process and learning outcomes in view of the experiential and transformative learning perspective. Findings: The article showcases how theories are translated to concept development and application of an innovative training of trainers' pilot. It describes the actors, processes, outcomes and main learnings of a repeated training of trainers. Experiential learning-based training has the potential to activate individual agents as starting points that enable transformative changes in the Ethiopian extension system. In order to increase that potential, such a design should consider the prerequisites inside the extension system and among its agents. Practical implications: The study offers insights for practitioners working towards enhancing the competences of agricultural advisors. Based on learned lessons, it serves as a guidance in the design of training the trainer approaches in similar contexts and whenever reorganisation of advisory services is required. Theoretical implications: There is a need to include the long-term dynamics of knowledge and attitudes between individuals and their organisations; the way how organisations learn and transform themselves and how systematic reflections can be used to better assess the effectiveness of innovative training methods for more participatory advisory systems. Originality/Value: The iterative sequence of theories, concepts, application, and outcomes, and referring back to concepts, and the clear demonstration of peer learning processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01