Connectiveness and Responsiveness.

Autor/in	Burge, Elizabeth J.
Titel	Connectiveness and Responsiveness.
Quelle	(1993), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Educators; Distance Education; Educational Practices; Females; Feminism; Foreign Countries; Holistic Approach; Teacher Response; Teacher Role; Teacher Student Relationship; Womens Education + 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; Distance study; Distance learning; Fernunterricht; Bildungspraxis; Weibliches Geschlecht; Feminismus; Ausland; Holistischer Ansatz; Lehrerkommentar; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; 'Women''s education'; Frauenbildung
Abstract	Distance educators must become more connected with and responsive to their students by developing their understanding of how unity, diversity, and interdependence operate in learners' environments. Many of the holistic strategies for promoting connectedness with female distance learners in particular have strong links to existing feminist theories, practice, and values. Holistic strategies that can be used to connect with distance learners include the following: applying thematic and interdisciplinary treatments when structuring course content; using multiple sources of information (including autobiographical, artistic, and dramatic expression); seeking patterns in real-life contexts or simulations; identifying and legitimizing the positive and negative feelings that are often associated with personal change and learning; using learning partnerships that do not depend on expert knowledge; promoting context-sensitive thinking; designing gender-sensitive learning environments and course content; and helping women learn to talk about how their role as adult learners connects with and/or conflicts with their other life roles. Distance educators should take the following steps to increase their responsiveness: examine their professional language, promote those research results that are applicable for women, develop feminist transformative models of teaching and learning, and reflect on their practice. (Twenty-four holistic strategies and 46 references are included.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01