Teaching Older Adults: An Instructional Model from Singapore

Autor/in	Ko, Helen
Titel	Teaching Older Adults: An Instructional Model from Singapore
Quelle	In: Educational Gerontology, 46 (2020) 12, S.731-745 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
DOI	10.1080/03601277.2020.1807689
Schlagwörter	Foreign Countries; Older Adults; Adult Education; Adult Educators; Teacher Attitudes; Student Empowerment; Empathy; Learner Engagement; Models; Workplace Literacy; Program Effectiveness; Knowledge Level; Cultural Influences; Gender Differences; Interpersonal Relationship; Singapore + Suchen Sie Ihr Suchwort? Ausland; Älterer Erwachsener; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Studienberechtigung; Empathie; Analogiemodell; Wissensbasis; Cultural influence; Kultureinfluss; Geschlechterkonflikt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Singapur
Abstract	Against the backdrop of an unprecedented increase in the number of older adults in Singapore, the escalating pace of change which necessitates continuous learning, and a dearth of empirical research related to instructional design for older adults, this study sought to fill this gap by investigating the strategies utilized by successful instructors to deal with older adults within the classroom context, from their perspectives. Conceptualized within the interpretivist research paradigm, it adopted symbolic interactionism as its theoretical framework, applying a constructivist grounded theory strategy, within the qualitative research method, to generate the theory. The primary sources of data were in-depth semi-structured interviews and non-participant classroom observations, of nine instructors from diverse backgrounds. The progressive empowerment of learners emerged as the central proposition of the theory generated through the study. Comprising the three phases of empathizing, engaging and empowering, the developed theory provides a systematic, process-oriented instructional model, to guide current and prospective practitioners teaching classes that consist of learners conforming to such a profile. To date, such a model, from an Asian perspective, does not appear to exist. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01