Literaturnachweis - Detailanzeige
Autor/in | Lohr, Kathy D. |
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Titel | Tapping Autobiographical Narratives to Illuminate Resilience: A Transformative Learning Tool for Adult Educators |
Quelle | In: Educational Gerontology, 44 (2018) 2-3, S.163-170 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Lohr, Kathy D.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0360-1277 |
DOI | 10.1080/03601277.2018.1432529 |
Schlagwörter | Resilience (Psychology); Adult Education; Adult Educators; Transformative Learning; Coping; Aging (Individuals); Violence; Natural Disasters; Personality Traits; Teaching Methods; Qualitative Research; Personal Narratives; Writing (Composition); Stress Variables; Interviews Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Pädagogische Transformation; Bewältigung; Aging; Altern; Gewalt; Natural disaster; Naturkatastrophe; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Erlebniserzählung; Schreibübung; Interviewing; Interviewtechnik |
Abstract | Adversity has always been a part of life, however, today's hurricanes and earthquakes in increasingly populated areas, violent unrest creating a global refugee crisis, battlefield stress and work-place harassment, and the challenges of aging populations are demanding a better understanding of how individuals cope with adversity regardless of the source. One answer is resilience. This paper describes a narrative strategy that captures resilience in its many forms based on current research on resilience and transformative learning. Resilience research has moved from a focus on personality traits that help some to rebound to resilience as a process and outcome. As process and outcome, resilience is seen as a teachable attribute. This article applies two metatheories--one from resilience research and one from transformative learning--to data gathered in a qualitative research study on life-story writing. The results provide educators with a tool for facilitating resilience in their learners, clients, and patients. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |