Literaturnachweis - Detailanzeige
Autor/in | Zarestky, Jill |
---|---|
Titel | Escaping Preconceived Notions: One Educator's Teaching Experience in West Africa |
Quelle | In: Adult Learning, 27 (2016) 2, S.84-86 (3 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1045-1595 |
DOI | 10.1177/1045159515594182 |
Schlagwörter | Foreign Countries; Student Centered Learning; Adult Education; Teaching Experience; Study Abroad; International Education; Knowledge Level; Student Needs; Teacher Student Relationship; Teacher Attitudes; Misconceptions; Cultural Pluralism; Cultural Awareness; Adult Educators; Africa Ausland; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Studies abroad; Auslandsstudium; Internationale Erziehung; Wissensbasis; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Missverständnis; Kulturpluralismus; Cultural identity; Kulturelle Identität; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Afrika |
Abstract | In this essay, Jill Zarestky shares what she learned about creating student-centered adult education programs with those who wish to teach adults internationally or in similar contexts. Prior to traveling, Zarestky repeatedly heard from other Westerners (NGO employees and volunteers) how little the women knew and how desperately they needed her expertise, thus implying a sense of helplessness. Based on perceptions of flawed local education systems, Zarestky was cautioned to expect docile students trained simply to memorize. The opposite was observed in the field. Reflecting on this experience, Zarestky was thrilled to see how much the learners already knew, how collaborative they were, and how independent they could be, given the right resources. Caught off guard by their skills and abilities, this experience reaffirmed a belief that educators must ask the learners what they need, not only when it is convenient and not only when learners are like ourselves, but each and every time. (ERIC). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |