Some of these characteristics are: that “adults display a distinctive motivation towards their learning; that they prize the incorporation of their experiences, and the critical analysis of these, into the curriculum; that they possess a methodological preference for self-directed modes of learning; that they exhibit distinctively adult modes of cognition and that they experience certain predictable emotional reactions when returning to learning”, Brookfield (2003). With this integration of the learner’s experiences into the curriculum, adult instructors have to adopt new measures to adjust their strategies of delivery to actively engage the adult learner. This assignment seeks to report the findi... ... middle of paper ... ... learner as is advocated by Brookfield (2003). References Brookfield, S. D. (2003). Adult education learning model.
San Francisco, CA: Jossey-Bass. Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education, 89, 3-13.
Portland, OR: Literacy, Language & Communication Program, Northwest Regional Educational Laboratory, November 1994. Wikelund, K. R. Motivations for Learning: Voices of Women Welfare Reform Participants. NCAL Technical Report TR93-10. Philadelphia: National Center on Adult Literacy, University of Pennsylvania, October 1993. (ED 364 748).
"Andragogy, the Adult Learner and Faculty as Learners." 1998. (ED 426 740) Tisdell, E. J. "Poststructural Feminist Pedagogies: The Possibilities and Limitations of Feminist Emancipatory Adult Learning Theory and Practice." Adult Education Quarterly 48, no.
Reconceptualizing the knowledge-base of languageteacher education. TESOL Quarterly, 32(3), 397-417. Freeman, D., & Richards, J. (1996). Teacher Learning in Language Teaching.Cambridge: Cambridge University Press.
Qualitative research methodologies. Journal of Industrial Teacher Education, 34, 3-6. Hoepfl, M.C. (1997, Fall). Choosing qualitative research: A primer for technology education researchers.
Learning in adulthood: A comprehensive guide, 287-291. San Francisco, CA: Jossey-Bass Merriam, S. B. (2004). The role of cognitive development in Mezirow’s transformational learning theory. Adult Education Quarterly, 55(1), 60-68 Mezirow, J.
Transformative learning theory: A neurobiological perspective of the role of emotions and unconscious ways of knowing. International Journal of Lifelong Education 20(3), 218-236. doi: 10.1080/02601370110036064 Taylor, E. W. (2003). Attending graduate school in adult education and the impact on teaching beliefs: A longitudinal study. Journal of Transformative Education, 1, 349-367. doi: 10.1177/1541344603257239 Taylor, E. W. (2007). An update of transformative learning theory: A critical review of the empirical research (1999–2005).
Multicultural Teacher Education: From Awareness Through Emotions to Action. Journal of Teacher Education, 46, 267-272. Noll, J.W. (1995). Should Multiculturalism Permeate the Curriculum?
Adult educator comes from all walks of life with different views about learning and their learners. Adult educator can improve their methods by examining and reflecting on this belief. This paper will look into my philosophical position on adult education including my beliefs over the last nine years. My beliefs as an adult educator fall within the category of progressive and humanistic adult education which contributes to the values examined. I will be discussing Learning to learn; how a teacher belief and behaviour can influence the classroom; collaborative learning and opportunities for learning.