Characteristics of Adults as Learners are Not Culturally Defined

Boulmetis, John

doi:10.1177/104515959901100101

Cited by 3 publications

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“…The teachers represented typical adult learners, whose learning was purposeful, task-centred and problem-centred (Boulmetis, 1999;Knowles, 1980). First, taking Knowles' (1973Knowles' ( , 1980 andragogical model of adult learning, teachers demonstrated that the programme was tailored to address adult learners' distinct characteristics, i.e.…”

Section: Discussionmentioning

confidence: 99%

“…Adults start with a reason (serving as an incentive) supporting their decision to undertake learning. Boulmetis (1999) argues that these characteristics of adults as learners are culturefree, pointing to a common thread, i.e. adults' 'basic need for control, a need for relevance from and a need for involvement in any learning experience' (p. 2).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…. into practice straight away' newly acquired knowledge and skills because adults need to 'test their learning as they go along'; their primary concern is the practical usage of their learning rather than merely understanding the background theory and general information (Boulmetis, 1999).…”

Section: Experiencing the Andragogical Model Of Adult Learningmentioning

confidence: 99%

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‘Really on the ball’: exploring the implications of teachers' PE-CPD experience

Elliot

Campbell

2013

Sport, Education and Society

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Continuing professional development (CPD) is currently high on the Scottish Education agenda. Recent curriculum reform in Scotland, with the introduction of Curriculum for Excellence, places physical education (PE) at the forefront for its role in directly supporting learners' mental, emotional, social and physical well-being. This emphasis on PE, along with concerns about the health of the nation, has resulted in a nationwide initiative providing non-specialist teachers of primary PE with the opportunity to develop a specialism in the subject through governmentfunded CPD programmes at postgraduate level. Using Knowles' andragogical model as a framework, this paper reports data from a larger research study that evaluated a Scottish PE-CPD initiative. This paper comprises a single case holistic study investigating the impact and implications of a PE-CPD programme through the professional learning journeys, from the outset until completion, of four teachers: a nursery teacher, a class teacher, a cluster cover teacher and a PE specialist who participated in the programme. Data were collected over one academic year using two-stage questionnaire interviews and were analysed thematically with special attention given to the emerging general themes to achieve a holistic understanding of the case. Study findings endorse the positive impact of using the andragogical model of adult learning combined with the literature-supported characteristics of effective PE-CPD programmes. Teachers' perspectives on their CPD experiences, integration of acquired learning into working contexts and teaching post-PE-CPD were then examined to determine the next steps. This led to critical reflection on the implications of the findings for the teachers' ongoing professional development. We then challenged the role that university providers play in supporting teachers' lifelong learning. Instead, we suggest new school-university partnerships and alternative ways to support capacity building and lifelong learning towards a sustainable transformational change in Scotland's primary PE.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

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‘Really on the ball’: exploring the implications of teachers' PE-CPD experience

Elliot

Campbell

2013

Sport, Education and Society

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“…2) perlu merasa bahwa belajar memiliki manfaat langsung, 3) perlu merasa bahwa belajar berfokus pada masalah yang secara langsung menjadi perhatian mereka, 4) perlu menguji pembelajaran mereka saat mereka daripada menerima teori 5) Perlu mengantisipasi bagaimana akan menggunakan pembelajaran mereka 6) perlu peningkatan kinerja 7) memaksimalkan sumber daya yang tersedia, 8) membutuhkan iklim yang kolaboratif, saling menghormati, saling menguntungkan, dan informal. 9) bergantung pada informasi yang sesuai dengan apa yang diketahui atau waktu yang diberikan (Boulmetis, 1999). Berbagai karakter pembelajar pada tahapan dewasa tersebut menghantarkan konsep bahwa pada tahapan menjadi mahasiswa, terdapat banyak lahan yang dapat dijadikan pembelajaran.…”

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Memahami Manajemen Pendidikan dan Kepemimpinan pada Mahasiswa Melalui Pembelajaran Kontekstual

Hidayah¹

2020

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Pengalaman belajar secara kontekstual diperlukan guna membekali peserta didik denga keterampilan yang dibutuhka sesuai dengan kebutuhan masyakat. Mahasiswa memiliki kesempatan dalam belajar dengan porsi yang lebih leluasa. Tujuan penelitian ini adaah untuk memahami manajemen pendidikan dan kepemimpinan pada mahasiswa melalui pembelajaran kontekstual melalui organisasi kemahasiswa. metode yang digunakan adalah kualiatatif fenomenologi. Hasil penelitian menunjukan bahwa melalaui organisasi adalah sifat kepemimpinan keyakinan, sifat kepemimpinan intelegensi, sifat kepemimpinan kepercayaan sosial, sifat kepemimpinan integritas. Pembelajaran kontekstual pada mahasiswa melalui organisasi di maknai sebagi aktivitas yang bermakna sehingga mengkohkan kepemimpinan pada mahasiswa.

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Effective Teaching Elements in Online Adult Learning

2012

IIS

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Characteristics of Adults as Learners are Not Culturally Defined

Cited by 3 publications

References 0 publications

‘Really on the ball’: exploring the implications of teachers' PE-CPD experience

‘Really on the ball’: exploring the implications of teachers' PE-CPD experience

Memahami Manajemen Pendidikan dan Kepemimpinan pada Mahasiswa Melalui Pembelajaran Kontekstual

Effective Teaching Elements in Online Adult Learning

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