"I Feel like I'm Being Hit from All Directions": Enduring the Bombardment as a Mature-Age Learner Returning to Formal Learning

Autor/inn/en	Willans, Julie; Seary, Karen
Titel	"I Feel like I'm Being Hit from All Directions": Enduring the Bombardment as a Mature-Age Learner Returning to Formal Learning
Quelle	In: Australian Journal of Adult Learning, 51 (2011) 1, S.119-142 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1394
Schlagwörter	Learning Theories; Maturity (Individuals); Transformative Learning; Adult Students; Nontraditional Students; Relevance (Education); Resilience (Psychology); Student Empowerment; Coping; Foreign Countries; College Preparation; At Risk Students; Access to Education; Curriculum Design; Language Skills; Mathematics Skills; Computer Literacy; Cognitive Ability; Emotional Response; Australia + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Reifung; Pädagogische Transformation; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Relevance; Relevanz; Studienberechtigung; Bewältigung; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Lehrplangestaltung; Language skill; Sprachkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Computerkenntnisse; Denkfähigkeit; Emotionales Verhalten; Australien
Abstract	The mature-age learner's re-engagement with a formal learning environment may be somewhat akin to the novice Paintball player who, unless well positioned and attuned to the rules of the combative game, is bombarded and worn down by constant "hits". For the mature-age learner, such "hits" may come in the form of tensions surrounding institutional protocols, social interactions with other peers and personal challenges related to other life-role responsibilities. Transformative learning theory (Cranton 2006, Mezirow 2000) accounts for the often erratic and contradictory trajectories of personal change that some mature-age learners make manifest. Data from a 13-week research project with a group of mature-age learners indicate that these trajectories need to be taken into consideration by educators. A proposition is made that, through the assurance of appropriate, meaningful curricula and the promotion of learning communities (Gabelnick, MacGregor, Matthews & Smith 1990) that build resiliency (Knight 2007, Goleman 2002, Resiliency Initiatives 2001), educators can empower mature-age learners to cope with the challenges that will inevitably confront them. (As Provided).
Anmerkungen	Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra, ACT 2603, Australia. Tel: +61-02-6274-9515; Fax: +61-02-6274-9513; Web site: http://www.ala.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10