Participation Training

Autor/in	Treff, Marjorie
Titel	Participation Training
Quelle	In: Adult Learning, 17 (2006) 1-4, S.46-48 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
Schlagwörter	Adult Education; Participative Decision Making; Social Responsibility; Educational Environment; Cooperative Learning; Discussion (Teaching Technique); Metacognition; Teaching Methods; Educational Practices + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Soziale Verantwortung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kooperatives Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis
Abstract	Historically, adult education has focused on civic and social responsibility, participatory democracy, liberatory social action, and equity. Colin and Heaney (2001) claim that democracy in education requires an environment in which students are free to discuss their varied experiences and "confront intellectual censorship," often disguised as political correctness. Giroux (1992) calls on educators to combine intellectual work with social responsibility to create a substantive participatory democracy, and "provide opportunities for students to not only learn the right but also the responsibilities needed to sustain a democratic public life." However, learners may not know how to engage in participatory discourse in a classroom, how to collaborate, or how to work productively with others in an academic environment. Today, however, many teachers actively seek ways to promote collaborative learning methods among students. In the collaborative classroom, learners not only share their individual knowledge and experiences, but they examine assumptions and the processes involved in their own learning. In this article, the author discusses Participation Training which provides the structure and examination of process, as students contribute the content of their discussions. Identification and use of the processes underlying Participation Training offer one way to help learners develop individual awareness of, and intentional action within, a group, and to learn to achieve normative conditions such as shared planning, shared leadership, shared decision-making, shared evaluation, two-way communication, voluntary participation, and mutual trust. In an expanding academic environment that embraces the necessity for constructed, collaborative learning, the ability to perceive and deliberately employ such normative conditions remains essential to the future of adult education. (ERIC).
Anmerkungen	American Association for Adult and Continuing Education. 10111 Martin Luther King Jr. Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: aaace10@aol.com; Web site: http://www.aaace.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10