Power to the Facilitated Agricultural Dialogue: An Analysis of On-Farm Demonstrations as Transformative Learning Spaces

Autor/inn/en	Cooreman, Hanne; Debruyne, Lies; Vandenabeele, Joke; Marchand, Fleur
Titel	Power to the Facilitated Agricultural Dialogue: An Analysis of On-Farm Demonstrations as Transformative Learning Spaces
Quelle	In: Journal of Agricultural Education and Extension, 27 (2021) 5, S.699-719 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cooreman, Hanne) ORCID (Marchand, Fleur)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-224X
DOI	10.1080/1389224X.2021.1969958
Schlagwörter	Transformative Learning; Agricultural Education; Decision Making; Agricultural Occupations; Comparative Analysis; Dialogs (Language); Barriers; Learning Theories; Participant Characteristics; Reflection; Sustainable Development; Agricultural Production; Demonstration Programs; Peer Teaching; Specialists; Foreign Countries; Europe + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Decision-making; Entscheidungsfindung; Occupation; Beruf; Landwirtschaftlicher Beruf; Dialog; Dialogs; Dialogue; Dialogues; Learning theory; Lerntheorie; Nachhaltige Entwicklung; Production; Produktion; Agrarproduktion; Landwirtschaftliche Produktion; Peer group teaching; Peer Group Teaching; Ausland; Europa
Abstract	Purpose: It remains a critical question how to support farmers to develop towards more sustainable practices. Earlier experiences reveal that on-farm demonstrations (OFDs) can be part of the answer. Therefore, we investigate OFDs as potential transformative learning spaces. Methodology: We apply a mixed methods approach, using an observation tool, participant surveys and telephone interviews. We compare 15 different OFDs, divided into two groups: OFDs with and without facilitated dialogue. We investigated differences based on core inducing processes of transformative learning: disorienting dilemma and (self-)reflection. Additionally we investigated the adoption decision making process half a year after the OFD took place. Findings: Participants in facilitated dialogue OFDs agreed significantly more on experiencing surprise, an indication of disorienting dilemma, and on having reflected and learned. Most mentioned adoption barriers are a lack of relevance for the specific situation and a need for more information. Most mentioned suggestions indicate a request for more real life application. Practical implications: This research indicates that OFDs with facilitated dialogue can trigger more cognitive conflict and reflection processes of attendees, and thus support learning processes on (more) sustainable agricultural practices, as opposed to OFDs without deliberate dialogue facilitation. Theoretical implications: Our study demonstrates that transformative learning theory can inform research on agricultural learning spaces, such as OFDs, on effective triggers to support learning and competencies towards more sustainable agriculture. Originality: Based on rich empirical quantitative and qualitative data we reveal that facilitated dialogue enhances learning during OFDs, but this does not seem to be a common practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01