Digital Andragogy: A Richer Blend of Initial Teacher Education in the 21st Century

Autor/inn/en	Blackley, Susan; Sheffield, Rachel
Titel	Digital Andragogy: A Richer Blend of Initial Teacher Education in the 21st Century
Quelle	In: Issues in Educational Research, 25 (2015) 4, S.397-414 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-7155
Schlagwörter	Andragogy; Preservice Teacher Education; Blended Learning; Adult Education; Skill Analysis; Student Attitudes; Student Characteristics; Concept Formation; Teacher Education Programs; Electronic Learning; Educational Practices; Adult Learning; Performance Factors; Profiles; Technological Literacy; Technology Uses in Education; Self Efficacy; Pedagogical Content Knowledge; Online Surveys; Pretests Posttests; Educational Change; Instructional Design; Foreign Countries; Semi Structured Interviews; Australia + Suchen Sie Ihr Suchwort? Andragogics; Andragogik; Lehramtsstudiengang; Lehrerausbildung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Schülerverhalten; Concept learning; Begriffsbildung; Bildungspraxis; Adulte education; Leistungsindikator; Charakterisierung; Profilanalyse; Technisches Wissen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Self-efficacy; Selbstwirksamkeit; Pädagogische Kompetenz; Bildungsreform; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Australien
Abstract	This paper revisits the term "andragogy" (adult education) and develops a new concept based upon an analysis of the skills and dispositions of 21st century learners in initial teacher education through the lens of adult education: "digital andragogy." In order to engage and retain students and revitalise education courses by optimising digital affordances, lecturers must examine the profiles of their learners and seek to create learning spaces that best suit their needs and wants. We posit that learners in initial teacher education programs should be encouraged and supported to transition from pedagogical practices experienced in their school years to higher education contexts for learning that are based upon digital andragogy. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01