Pedagogy or andragogy? Views of Indian postgraduate business students

Muduli, Ashutosh; Kaura, Vinita; Quazi, Ali

doi:10.1016/j.iimb.2018.01.008

Cited by 22 publications

(19 citation statements)

References 32 publications

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“…In adopting such a design, the developers of the program were experimenting with a philosophy that departs radically from the traditional teaching–learning template in India, which is centered around an authoritarian “guru,” a hierarchical teacher–learner relationship in which knowledge is received, compliance expected, and theoretical mastery encouraged through rote memorization (Batra, 2013; Gupta, 2006; Heslop, 2014; Sarangapani, 2014). Our results may serve as evidence to strengthen growing calls across disciplines for a transition to learner-centered andragogy in higher education and professional courses in India (Chandra, Mehndiratta, Garg, & Puri, 2018; Goel & Kumar, 2018; Kapur, 2016; Kundra & Cherian, 2014; Mani, Danasekaran, & Ramasamy, 2014; Muduli, Kaura, & Quazi, 2018; Mundhe & Herkal, 2013; Panda, 2015; Shahi, 2016; Shitole, 2018) and similar cultures with predominantly hierarchical educational systems (Kim, 2005).…”

Section: Discussionsupporting

confidence: 57%

What works and how: Adult learner perspectives on an autism intervention training program in India

Duggal

Dua

Chokhani³

et al. 2019

Autism

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A significant treatment gap exists in low and middle income countries such as India for children with autism spectrum disorder. The Autism Intervention Training Program, a comprehensive 6-month program for training professionals in transdisciplinary evidence-based practices to address concerns associated with autism spectrum disorder, was piloted in India to address this gap. This study attempted to capture the perspectives of trainees on the effectiveness of andragogical approaches adopted in the Autism Intervention Training Program and the impact of this training on their work. An exploratory qualitative study was conceptualized, and in-depth interviews were conducted with 11 Autism Intervention Training Program trainees. Trainees highlighted the benefits of a blended training format, peer learning, and a responsive, reflective, experiential, and respectful approach to teaching and supervision. The impact of the program was perceived through an increase in trainees’ knowledge and skills, impact on their organizations, and positive outcomes for children with autism spectrum disorder and their families. There is a need to develop and document comprehensive, contextualized, and evidence-based training programs for autism spectrum disorder professionals in low and middle income countries. Focusing on andragogical frameworks while conceptualizing and delivering these training programs is underscored, as approaches that promote self-efficacy in learners and enable transformative learning can lead to a cascading impact in resource-constrained settings.

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Section: Discussionsupporting

confidence: 57%

What works and how: Adult learner perspectives on an autism intervention training program in India

Duggal

Dua

Chokhani³

et al. 2019

Autism

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“…Everything must have content in scrutiny in the field of expertise. [35,[41][42][43][44][45][46][47] (AK) Andragogy Knowledge…”

Section: Tawock Conceptual Framework For Vocational Educationmentioning

confidence: 99%

The TAWOCK conceptual model at content knowledge for professional teaching in vocational education

Arifin¹,

Nurtanto²,

Warju³

et al. 2020

IJERE

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Now days, the integration of technology in the concept of learning is the trend in global education. The conceptual framework model is a general reference, and the only concept is Technology, Pedagogy, and Content Knowledge (TPACK). However, vocational education has knowledge of specific content, so adjusting conceptual models in professional learning is important to learn and offer. The purpose of this study is to evaluate the concept of TPACK into the concept of vocational education to improve the professionalism of vocational teachers in content knowledge. The author discusses the knowledge structure of vocational fields that are built based on work, content, technology, and the suitability of the learning approach. Based on the results of the article found a new construction in building knowledge in the field of vocational education with special expertise characteristics and shifting pedagogical concepts towards andragogy in learning concept. The results of the analysis recommend the TPACK concept transformed into the Technology, Andragogy, Work, and Content Knowledge (TAWOCK) concept in vocational learning.

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“…Formålet med artikkelen er å identifisere og drøfte undervisningsmessige utfordringer relatert til å gjøre organisasjons-og ledelsesstudier innenfor høyere utdanning til arenaer for utvikling av studenter, som reflekterte ledere og medarbeidere innenfor organisatoriske praksiskontekster. Organisasjons-og ledelsesstudier kritiseres for å vaere for lite koblet til utfordringer og problemstillinger som studenter møter i arbeidslivet (Aarum Andersen, 2009;Bennis & O`Toole, 2005;Bertheussen, 2017;Jevnaker & Asting, 2017;Mintzberg, 1998Mintzberg, , 2004Ottesen, 2011). En gjennomgående kritikk er at studiene er for teoretiske, og at de ikke setter studentene i stand til å relatere tilført kunnskap til praksis og praksisutfordringer (Irgens, 2013).…”

Section: Innledningunclassified

“…Eksplisitte teorier brynes i neste omgang mot generell teoretisk kunnskap, i form av theoresis. Theoresis framstår som analyseredskap som skal bidra til at studentene ser handlingsmønstre i nytt perspektiv (Eikeland, 2017;Mintzberg, 2004), og på den måten avdekke eventuelle brister i handlingsmønstre, kompetanseformer og dyktighet som legges til grunn (Fullan, 2017;Pettersen, 2008). Kritisk analyse i form av diskusjoner og dialoger driver fram og aktiviserer nye måter å tenke og handle på gjennom refleksiv åpenhet (Senge, 1990).…”

Section: Drøftingunclassified

Organisasjons- og ledelsesstudier som arenaer for utvikling av praksisaktører

Gjøsæter

Kyvik

2020

Uniped

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Artikkelen drøfter undervisningsmessige utfordringer relatert til å gjøre organisasjons-og ledelsesstudier innenfor høyere utdanning til arenaer for utvikling av praksisaktører, som reflekterte ledere og medarbeidere innenfor organisatoriske kontekster. Drøftingen relateres til tekhne og phronesis som praktisk orienterte og theoresis og theoria som teoretisk orienterte kunnskapsformer, samt til underviser, studenter og anvendelseskontekst som elementer i undervisningsprosessene. Artikkelen illustrerer at utvikling av praksisaktører fordrer undervisningsarenaer som legger til rette for utvikling av theoria som ny innsikt i handlingsmønstre, kompetanse og dyktighet tilpasset organisatoriske anvendelseskontekster. Det laeringsutbytte en som student har, avhenger dessuten av om en student har erfaringskunnskap og/eller tilgang til en anvendelseskontekst hvor ny innsikt kan tas i bruk. Implikasjoner for organisasjons-og ledelsesstudier som refleksive og dialogiske møteplasser innfelt i praktiske sammenhenger konkretiseres og problematiseres.

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Pedagogy or andragogy? Views of Indian postgraduate business students

Cited by 22 publications

References 32 publications

What works and how: Adult learner perspectives on an autism intervention training program in India

What works and how: Adult learner perspectives on an autism intervention training program in India

The TAWOCK conceptual model at content knowledge for professional teaching in vocational education

Organisasjons- og ledelsesstudier som arenaer for utvikling av praksisaktører

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