Escaping Preconceived Notions: One Educator's Teaching Experience in West Africa

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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