Andragogy: Implications for Preservice-Inservice Training.

Autor/in	Burley, JoAnne E.
Titel	Andragogy: Implications for Preservice-Inservice Training.
Quelle	(1985), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adult Basic Education; Adult Educators; Adult Learning; Adult Students; Andragogy; Classroom Techniques; Educational Needs; Educational Objectives; Experiential Learning; Inservice Teacher Education; Postsecondary Education; Preservice Teacher Education; Self Concept; Student Attitudes; Student Characteristics; Student Needs; Teaching Methods + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Andragogics; Andragogik; Klassenführung; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Experiental learning; Erfahrungsorientiertes Lernen; Lehrerfortbildung; Post-secondary education; Tertiäre Bildung; Lehramtsstudiengang; Lehrerausbildung; Selbstkonzept; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The concept of andragogy, which was conceived by Malcolm S. Knowles, forms the underlying principles for adult basic education (ABE) preservice and inservice training programs. Knowles identified the following five focal points that he felt should be considered by adult educators: self-concept, experience, readiness, time perspective, and orientation to learning. In light of these focal points, preservice training programs for ABE instructors should cover (1) the nature of ABE, (2) general characteristics of ABE students, (3) ABE program objectives, and (4) appropriate pedagogical techniques for ABE (programmed instruction, individualized instruction, lecture, language experience, contract learning, group discussions, group tutoring, and the Laubach method). When designing inservice training for ABE instructors, planners should remember that effective ABE programs must respond to current and changing needs, establish ties with other educational institutions, monitor teacher effectiveness, and develop credibility within the community. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC