Adult learners who typically perceive themselves as independent and autonomous should be given the primary office for shaping their learning answer (Knowles, 1980; Lee, 1998). Essentially, throughout the learning process, they should be making important decisions, with the guidance of the adult educators, as to the essence and the method of their learning.
Adult learners possess a vast chisel in of knowledge and experiences that should be use in their learning process (Knowles, 1980). Although they may no longer be familiar with the schoolroom environment, adult learners are able to apply their real-life knowledge to their classroom learning.
Adult learners also serve as a worthful resource for their peers. Because of the diversity of their backgrounds and previous experiences, ad
Any teaching method utilized should contain a component of self-directed learning in which adult learners are empowered to take charge of their learning process.
Ultimately, I squander created my philosophy of adult education based on my in-person beliefs about education and my review of adult education literature.
Essentially, I have included many principles of andragogy as described by Knowles (1980) and other writers because they cohere with my conception of the ideal model of education for adult learners who are returning to school to improve their employability skills. This inscription will serve as a general steer framework for me as I embark on my journeying as an adult educator and strive to attain its standards.
Zemke, R., & Zemke, S. (1995). Adult learning: What do we know for sure? Training, 32(6), 31-37.
The teaching methods utilized by the adult educator should also ensure that adult students are encouraged to provide their opinions and assert their concerns in discussions. reconstructive dialogues between teachers and students, or among the students, constitute an important source of learning (Lee, 1998).
Adult educators should challe
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