Training an Andragogue as a Specialist in Adult Education

Labinska, Bohdana; Дубасенюк, О. А.; Orosz, Ildiko; Левринц, Марианна; Stratanartyshkova, Tetiana; Gunko, Nataliіa

doi:10.18662/rrem/12.2/276

Cited by 3 publications

(3 citation statements)

References 16 publications

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“…According to Powell and Bodur (2019), effective professional development must allow educators to collaborate and network with peers and apply newly learned concepts to their instruction. Some researchers have supported teachers as more likely to alter instructional practices, advance content knowledge, and enhance teaching skills when professional development is connected to everyday experiences and linked to standards and assessments (Darling-Hammond et al, 2017;Samoilenko et al, 2020). According to Dewey (1938), students actively construct knowledge through their interactions with a situation as both individuals and members of groups.…”

Section: Rethinking Teacher Developmentmentioning

confidence: 99%

Exploring Private School Teachers' Perceptions of Professional Development Sessions Through the Lens of Active Experimentation

Ockerman,

Bagui

2024

IJCE

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The goal of this research study was to investigate the effects of D.A. Kolb’s active experimentation stage of experiential learning theory (ELT) on teacher professional development. This qualitative interpretive phenomenological study addressed the problem of teachers’ desires for effective professional learning experiences to improve student learning and instruction in the classroom. The research questions explored the perceptions of private school teachers regarding professional development sessions, specifically in the context of active experimentation. The study aimed to investigate the advantages of promoting a professional culture of continuous learning and teamwork among teachers through various methods such as lab classrooms, peer observation, professional learning communities, and peer coaching. The study adopts a descriptive approach utilizing focus group discussion and semi-structured interviews for data collection. Purposeful sampling was used to determine the sample and criterion sampling was used to select the participants. Biographic data was collected to provide background information about the participants involved. The biographic data allowed for stratification enabling the examination of various factors connected to the aim of the study. The study focused on understanding the benefits of providing teacher support through active experimentation during professional development sessions. Results showed that although teachers did not explicitly reference ELT when discussing effective strategies during professional development sessions, they referenced the value of hands-on, active participation in real-classroom stimulations during teacher professional development. The study’s findings also indicate a need for creating a consistent framework for professional development sessions that includes active learning, teacher collaboration, and continuous support in a culture anchored in trust.

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Section: Rethinking Teacher Developmentmentioning

confidence: 99%

Exploring Private School Teachers' Perceptions of Professional Development Sessions Through the Lens of Active Experimentation

Ockerman,

Bagui

2024

IJCE

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“…According to Samoilenko et al (2020), in the 21st century, many European countries have unitedintheirquesttoreduceadultilliteracyandmakelifelongadultlearningameansofmeeting challengesresultingfromtheadvancementoftechnologyastheworldbecomesmoreglobalized. In most developing nations, many studies have realized that, due to poverty, misdirection, and…”

Section: Introductionmentioning

confidence: 99%

“…

INTRodUCTIoNAdultlearningisaformoflifelongadvancementneededtoempoweradultsintheirquesttoimprove theirlearningcapabilitiesforgrowthanddevelopment (Reder,2020;Samoilenkoetal.,2020).Itisa typeoflearningthatleadstocareerdevelopmentandtheenhancementofscholarshipthroughformal and/orinformalmeans (Dolan&Tanner,2005).Inthispaper,theteamofresearchersconsideradult learningasthebuildingblockforimprovingqualityoflife,enhancementofprofessionalmobility, andempowermentofworkingadultsthroughcareeradvancement.According to Samoilenko et al (2020), in the 21st century, many European countries have unitedintheirquesttoreduceadultilliteracyandmakelifelongadultlearningameansofmeeting challengesresultingfromtheadvancementoftechnologyastheworldbecomesmoreglobalized. In most developing nations, many studies have realized that, due to poverty, misdirection, and

…”

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confidence: 99%

Exploring Adult-Learning Pathways

Gyamfi

Buabeng

Essiam

et al. 2022

International Journal of Adult Education and Technology

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The challenges of the 21st century and the advancement in technology in this era require continuous lifelong learning for social development and career advancement. This study explores pathways for adult learning to enhance the growth and development of people at work. The team of researchers used qualitative methods and the phenomenological approach to explore the avenues for adult learning. The findings revealed that the pathways for adult learning involve the use of experiential education, student internship programs, outdoor learning, and other approaches to lifelong adult learning. Moreover, adult learners should be guided and supported in order to learn how to self-regulate how they learn to achieve scholarship and career advancement while working. This study contributes to the literature by revealing the pathways for the eradication or reduction of illiteracy through adult learning.

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Changes of knowledge of the fauna volume: species discovery curve in case of silken-fungus beetles of the Carpathians

Ocheretna

2021

Nov. Theriol.

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The approach to the analysis of the fauna composition and completeness of its detection through the concept of “species discovery curve” is considered. Beetles of the family Cryptophagidae were taken as a model group. The dynamics of the accumulation of the information about the composition and volume of the Cryptophagidae fauna of the Ukrainian Carpathians during the eight stages of their study (the middle XIX, late XIX and the end of XIX century, the beginning of the XX century, the period until 1930–1940; middle and second half of XX century, and the current state for 1999 and 2021) are presented. In general, the composition of the cryptophagid fauna in the Ukrainian Carpathians is estimated at 116 species. This is 16 % more compared to what was known 100 years ago, i.e. each stage of the study adds about 5 % to the known species richness of this group of beetles. The components of fauna changes are analysed separately: 1) due to the changes in the nomenclature of existing species, 2) as a result of finding rare species (i.e. strengthening research efforts), 3) due to division or vice versa – combining existing species into two or three “small” species that were previously considered as morphs, varieties, or were not distinguished.

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Training an Andragogue as a Specialist in Adult Education

Cited by 3 publications

References 16 publications

Exploring Private School Teachers' Perceptions of Professional Development Sessions Through the Lens of Active Experimentation

Exploring Private School Teachers' Perceptions of Professional Development Sessions Through the Lens of Active Experimentation

Exploring Adult-Learning Pathways

Changes of knowledge of the fauna volume: species discovery curve in case of silken-fungus beetles of the Carpathians

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