Collaborative, Comparative Inquiry and Transformative Cross-Cultural Adult Learning and Teaching: A Western Educator Metanarrative and Inspiring a Global Vision

Autor/in	Coryell, Joellen E.
Titel	Collaborative, Comparative Inquiry and Transformative Cross-Cultural Adult Learning and Teaching: A Western Educator Metanarrative and Inspiring a Global Vision
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 63 (2013) 4, S.299-320 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713612471420
Schlagwörter	Adult Learning; Adult Education; Transformative Learning; Multicultural Education; Adult Educators; Teacher Education; Cooperative Learning; Inquiry; Active Learning; Reflection; Comparative Education; Graduate Students; Student Attitudes + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Education; Adult basic education; Pädagogische Transformation; Multikulturelle Erziehung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Kooperatives Lernen; Aktives Lernen; Vergleichende Erziehungswissenschaft; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten
Abstract	Intentionally designing international perspectives into adult educator preparation programs is a step toward developing instructors' social and instructional cache of understandings about learning, knowledge, and facilitative methodologies that transcend their own Western cultural influences. In a class offered through an MA in adult learning and teaching program at a large Southwestern university, students examined their personal perceptions about adult education and investigated adult learning and knowing in international settings. Through symbolic convergence and narrative analyses, the research found that the use of a collaborative, comparative inquiry framework indicated an initial Western educational metanarrative. Throughout the course, the framework also provided a cognitive and emotional scaffold to underpin the social nature of transformative learning and to inspire a global educational vision. (As Provided).
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://aeq.sagepub.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10