Journal articles: 'Adult educator'

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Muthoni, Prisca. "Religious Adult Educator." Journal of Negro Education 56, no. 3 (1987): 450. http://dx.doi.org/10.2307/2295238.

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Arsenault, Anne. "The Education of an Adult Educator." Adult Learning 5, no. 3 (January 1994): 8–28. http://dx.doi.org/10.1177/104515959400500303.

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Shelton, Elaine. "Empowering the Adult Educator." Adult Learning 1, no. 1 (September 1989): 8. http://dx.doi.org/10.1177/104515958900100102.

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O’Donnell, Jennifer Lee. "Quien Sabe Mas Lucha Mejor." Adult Education Quarterly 64, no. 4 (June 17, 2014): 267–84. http://dx.doi.org/10.1177/0741713614535837.

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This article looks at popular adult educators’ care of the self practices within social movements in Buenos Aires, Argentina. It answers the following questions: How is popular adult education practiced amongst educators in social movements? What can studying popular adult educators’ care of the self practices offer the field of adult education? To answer these questions, I look to adult educators’ practices of sacrifice and self-naming; remembering historical tragedies; and educator, classroom, and community support within the Union of Popular Organizations’ political formation school and popular adult education schools.

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Horuk, Nataliya. "Comparing the American and European perspectives on the roles of adult educators for the development of adult education theory and practice in Ukraine." Visnyk of Lviv University. Series Pedagogics, no. 35 (2021): 53–61. http://dx.doi.org/10.30970/vpe.2021.35.11305.

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The article describes differences in the implementation of adult education practice in the American and European traditions (the USA and the UK mainly) and the competences of those who provide the adult education process. The study draws upon the existing theories on adult education which include continuing (the USA) or further (the UK) education, community education, recurrent education, non-formal education, popular education, lifelong education etc. This diversity makes it difficult to describe the profession of adult educators and their roles, because their activity defines itself in terms of their clientele. Comparative analysis reveals that in American and European countries adult educator’s roles have overlapping meanings, which depends mostly on the activity the educators perform. It is argued that in both analyzed countries researchers indicate a lack of training for adult educators, and a huge number of volunteers and part-time educators, who often do not view themselves as adult educators. Among the roles that are recognized in the UK, except the traditional teaching role, adult educators are often involved as tutors, organizers, administrators, managers, entrepreneurs, animators, advisors, campaigners, leaders of the group, moral leaders, and “change agents”. In the USA the roles of adult educators are distinguished within the context they appear in. Their spectrum is wider and the responsibilities are better defined. They include teaching, program development, training and human resources development, community actions, but those roles also mean active participation in the educational process, where educators of adults perform as critical analysts, provocateurs, co-learners, consultants, activators and “change agents”, whose responsibility is to empower. The description and comparison of those overlapping adult educators’ roles are vital and very important for promoting the concept of adult education “professionalization” in Ukraine. Those roles should be reflected also in training that adult educators receive. Keywords: adult education, adult educator, adults, adult educators’ roles and competencies.

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Turmo, Are, Knut-Andreas Christophersen, and Eyvind Elstad. "ORGANIZATIONAL DETERMINANTS OF TEACHER RESPONSIBILITY AND ENGAGEMENT AMONG ADULT EDUCATORS IN NORWAY." Problems of Education in the 21st Century 52, no. 1 (March 20, 2013): 125–36. http://dx.doi.org/10.33225/pec/13.52.125.

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The purpose of the current research was to use structural equation modeling to estimate the organizational determinants of teacher responsibility and engagement among adult educators in immigrant schools in Norway. The path coefficients were estimated using data from a sample of Norwegian adult educators. The empirical analysis showed clear relations among the components of the model. Relational trust and informal learning among adult educators were seen as important precursors of adult educator responsibility, but the contextual factors appeared to be more complex. The analysis showed that authorities in charge of immigrant schools should design policies that consider the trust and relationships among adult educators. Personal influences are important for adult educator responsibility. Although the study has several limitations (i.e., the cross-sectional nature of the study and the fact that self-reported data were used), it contributes new insights into the empirical foundation for the model. Key words: adult education, informal learning, job autonomy, leadership, teacher responsibility.

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Mavrak, Mirjana. "Andragoški ogledi u doba pandemije: Alternacije i alternative u obrazovanju odraslih." Obrazovanje odraslih/Adult Education 21, no. 2 2021 (2022): 19–52. http://dx.doi.org/10.53617/issn2744-2047.2021.21.2.19.

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The focus of the paper is active coping with pandemic circumstances as crisis in comprehensive space of adult education. Crisis intervention in eduaction as combination of educological and psychological theroretical concpets is illustrated through changes in microandragogical activities at the university comparing the content and the process of online teaching during three semesters of electronic communication (lecturing, exercising, tutoring, exams). The emphasis is placed on the understanding of alternations and alternatives in adult education as concepts which adult education exerts should teach educators at all levels of education, and the conclusions are drawn based on the observation of adult educators in interaction with the overall social field: personal acceptance of change (I - adult educator), control over goals and learning outcomes (institution and partipants), leading stile in teaching out of the chief-model in coaching (obedience and responsibility in adult education), self-education as new-old skill in adult learning.

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Giannoukos, Georgios, Georgios Besas, Christos Galiropoulos, and Vasilios Hioctour. "The Role of the Educator in Adult Education." Journal of Education and Learning (EduLearn) 9, no. 3 (August 1, 2015): 237. http://dx.doi.org/10.11591/edulearn.v9i3.2316.

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Kariuki, Lieutenant Mary. "Adult Educator with the Army." Journal of Negro Education 56, no. 3 (1987): 442. http://dx.doi.org/10.2307/2295237.

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Rossman, Mark H. "The Adult Educator as Actor." Adult Learning 5, no. 1 (September 1993): 29. http://dx.doi.org/10.1177/104515959300500115.

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Jimmerson, Ron. "The Adult Educator as Practitioner." Adult Learning 5, no. 3 (January 1994): 21. http://dx.doi.org/10.1177/104515959400500310.

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Price, David W. "Philosophy and the Adult Educator." Adult Learning 11, no. 2 (March 2000): 3–5. http://dx.doi.org/10.1177/104515959901100202.

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Brookfield, Stephen, Robin Neustaeter, and Adam Perry. "Anti-racist Adult Education." Canadian Journal for the Study of Adult Education 34, no. 1 (July 27, 2022): XI—XXXI. http://dx.doi.org/10.56105/cjsae.v34i1.5681.

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Koricina, Michal. "EDUCATOR COMPETENCIES OF PRE-SENIOR PREPARATION." Slavonic Pedagogical Studies Journal 10, no. 1 (February 2021): 47–54. http://dx.doi.org/10.18355/pg.2021.10.1.4.

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Pre-Senior Education will be one of the main pillars of active ageing policy in the future. Requirements on adult educators, lecturers, trainers of older people, grow. In the paper author presents theoretical starting points of competencies of educator of pre-senior preparation, deals with general competencies defined in Slovak national documents and indicates specific requirements on older adult educator. He also talk about aspects as relational competence and charizma of lecturer which are important elements of quality of educational event. The article is the output of author within the project VEGA no.1/0001/18 called Preparation for ageing and old age – possibilities of andragogical intervention.

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Cunningham, Phyllis M. "From Freire to Feminism: The North American Experience with Critical Pedagogy." Adult Education Quarterly 42, no. 3 (March 1992): 180–91. http://dx.doi.org/10.1177/074171369204200306.

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Archer, D., & Costello P. (1990). Literacy and Power: The Latin American Battleground. London: Earthscan Publications. Chene, A., & Chervin, M. (1991). Popular Education in Quebec. Washington, DC: American Association for Adult Continuing Education. Collins, M. (1991). Adult Education as Vocation: A Critical Role for the Adult Educator in Today's Society. London: Routledge Hart, M. (1991). Working and Education for Life. London: Routledge. Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco: Jossey Bass. Shor, I., & Frerie, P. (1987). A Pedagogy for Liberation: Dialogues on Transforming Educators. Massachusetts: Bergin and Garvey.

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Elias, John. "Basil Yeaxlee: Educator of Adult Spirituality." British Journal of Religious Education 7, no. 3 (June 1985): 104–11. http://dx.doi.org/10.1080/0141620840070302.

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Hillman, Sharon, and Florence T. Pieronek. "Profile of an Adult Literacy Educator." Adult Learning 6, no. 1 (September 1994): 15–16. http://dx.doi.org/10.1177/104515959400600108.

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Fordham, Paul, and John Fox. "Training the adult educator as professional." International Review of Education 35, no. 2 (1989): 197–212. http://dx.doi.org/10.1007/bf00598438.

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Percival, Anne. "Invited reaction: An adult educator responds." Human Resource Development Quarterly 7, no. 2 (1996): 131–39. http://dx.doi.org/10.1002/hrdq.3920070204.

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Brady, E. Michael. "Black Elk Speaks…: An Adult Educator Listens." Adult Learning 6, no. 6 (July 1995): 7. http://dx.doi.org/10.1177/104515959500600606.

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Rohfeld, Rae Wahl. "James Harvey Robinson: Historlan As Adult Educator." Adult Education Quarterly 40, no. 4 (December 1990): 219–28. http://dx.doi.org/10.1177/0001848190040004004.

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Burstow, Bonnie. "Invisible theatre, ethics, and the adult educator." International Journal of Lifelong Education 27, no. 3 (May 2008): 273–88. http://dx.doi.org/10.1080/02601370802047775.

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Lucio-Villegas, Emilio. "Raymond Williams and Antonio Gramsci’s contributions to adult education." ADULT EDUCATION Critical Issues 1, no. 1 (December 9, 2021): 23. http://dx.doi.org/10.12681/aeci.28796.

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This time is characterised by the policies and practices of Lifelong Learning. Against this process of dehumanisation, it could be important to ‘revisit’ some authors that enlighten us on how to recuperate an emancipatory adult education, valuable for developing critical thinking about the daily life of individuals and/or communities. In this direction, Raymond Williams and Antonio Gramsci offer us some interesting ideas. Even though they both lived in different countries and in different historic moments, they hold some common points related to a definite view of adult education. I am going to focus on three: the role of the educator, the notion of hegemony and the culture(s). In the conclusions, I will reflect on the contribution of these two thinkers to break the hegemonic view that seems to have reduced adult education to a marginalised niche. Reflecting on their contributions, mostly related to the role of the educator and the notion of culture as the core of adult education, it could be possible to recuperate the emancipatory power of adult education.

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Telka, Lucyna. "Touch in the relationship between the child and the educator. An example of a crèche." Problemy Opiekuńczo-Wychowawcze 601, no. 6 (June 30, 2021): 66–76. http://dx.doi.org/10.5604/01.3001.0014.9859.

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The article poses the question: how can an educator, accompanying in development, touch a young child, in what situation? When can the educator refrain from touching the child? The analysis of the literature shows that the touch in the relationship of an adult and a child coexists with the look and the word. It can be compared to a dialogue. It becomes an opportunity to create conditions that allow a child to participate in a relationship with an adult, be active, and do something on his own. The analysis of the literature allows to characterize the non-directive concept of education and the symmetrical relations of the educator and the young child in relation to touch. It allows the educator to think about how to respect the desires and abilities of the child.

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Champlin, Sara, Diana Stewart Hoover, and Michael Mackert. "Health Literacy in Adult Education Centers: Exploring Educator and Staff Needs." Health Promotion Practice 21, no. 2 (August 2, 2018): 198–208. http://dx.doi.org/10.1177/1524839918789690.

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Objective. Incorporating health content into adult education courses is promising for increasing health literacy skills among “hard-to-reach” populations. The purpose of this study was to gain previously untapped knowledge of adult education personnel (i.e., educators, staff) about the strategies and programs that would be beneficial for helping students learn about health. Method. Personnel ( N = 53) from three literacy coalitions completed an online survey that assessed interest and preferences for developing a health literacy curriculum. Results. Personnel indicated general concepts such as health services and insurance as those of greatest priority. Additionally, tools designed for general use (completion of forms) were favored. Personnel preferred programs that focused on general skills over those designed to address specific health topics, χ2(1) = 11.52, p = .001. Conclusions. Adult education personnel find greatest value in health literacy programs aimed at increasing general skills rather than disease-/topic-specific content. There were several mismatches in topics noted as a “priority” and those for which personnel felt comfortable teaching. A focus on fostering general health skills will help all students—not just those with specific health concerns such as diabetes and asthma. Teaching health literacy through general skill development could make health programs exciting, engaging, and accessible for students.

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Stack, Michelle. "Video Production and Youth-Educator Collaboration: Openings and dilemmas." Articles 44, no. 2 (February 2, 2010): 299–318. http://dx.doi.org/10.7202/039038ar.

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Abstract This study explores a collaborative project between high school youth and adult educators (graduate students in education) to create public service announcements. How do young people and educators talk about media, politics, power, and social change? Based on my observations of participant interaction, I argue that power is not dichotomous, with adults necessarily exerting power over youth. The very act of creating a collaborative video can provide a meaningful pedagogical tool to mobilize the individuals involved to engage in conversations about the meaning of social justice and strategies for achieving greater social justice.

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Goldstrom, J. M. "Review: Social Commitment and Adult Education: Essays in Honour of Alfred O'Rahilly, an Irish Adult Educator." Irish Economic and Social History 17, no. 1 (May 1990): 135. http://dx.doi.org/10.1177/033248939001700123.

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Koutsoukos, Marios. "On Becoming an Effective Mentor in Adult Education—Investigating the Perceptions of Greek Adult Educators." International Education Studies 15, no. 3 (May 4, 2022): 1. http://dx.doi.org/10.5539/ies.v15n3p1.

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Interest in mentoring, which is an innovative method in adult education (CEDEFOP, 2013), has been growing rapidly in Europe, especially since the Lisbon European Council in 2000. In Greece, this interest has found expression either through the development of educational material in the context of adult educator training programmes, or the investigation of the mentoring needs of adult learners (Koutsoukos, 2021). In spite of the obvious fact that the mentor plays a key role in ensuring that the mentoring process is constructive and successful, there has been little research to date on the attributes of an effective mentor in adult education. The present study, using multimethod research, examined the perceptions of 337 Greek adult educators as to what characteristics constitute an effective mentor, as well as the role and the selection criteria of a successful mentor. The findings indicated that the key qualities of an effective mentor were: having sufficient training in adult education and mentoring, teaching, communication and relational skills, as well as having a positive attitude to lifelong learning and a willingness to innovate. In addition, the role of an effective mentor was perceived by the study participants as being a trainer, a model teacher, as well as an equal partner.

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Long, Jude. "Teaching Adults: Insights from Educational Philosophy." Journal of Christian Education os-53, no. 1 (May 2010): 49–60. http://dx.doi.org/10.1177/2056997110os-5300106.

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Theological education has much to learn from recent research and thinking in educational philosophy. Like higher education generally, theological education has had an overemphasis on objective knowledge usually communicated through the preferred method of the lecture. Research into adult education, however, reveals the importance of a holistic approach to educating adults, the use of different teaching and learning styles, development of a community of learning and the personal authenticity of the educator. Various educators such as Mezirow, Vella and Palmer offer significant insights that can assist in the development of a teaching approach for theology. For adults, teaching and learning is an integral part of the Christian life. This may occur in a wide variety of settings ranging from the church service (where the tool of choice tends to be the sermon), small bible study groups, short courses run by churches and organisation, and of course formal theological education. As a theological educator, I became concerned a number of years ago about the teaching methods being used in theological education and have recently completed a research project exploring how to teach and learn more effectively. One aspect of that research was to determine what insights could be drawn from educational philosophy that would impact how to teach theology. This article will draw together these insights and their implications for theological education.

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Collins, Michael. ""Philosophy and the Role of the Adult Educator."." Adult Education Quarterly 38, no. 2 (June 1988): 121. http://dx.doi.org/10.1177/0001848188038002012.

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McGregor, Catherine. "Self‐fashioning through memoir: becoming an adult educator." Teacher Development 11, no. 1 (March 2007): 77–97. http://dx.doi.org/10.1080/13664530701194645.

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Ultanir, Gurcan, and Emel Ültanır. "NEW STRUCTURES IN PUBLIC EDUCATION CENTERS IN TURKEY." Problems of Education in the 21st Century 44, no. 1 (July 1, 2012): 92–100. http://dx.doi.org/10.33225/pec/12.44.92.

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The purpose of this study is to determine what kind of reform will be provided by the General Directorate of Lifelong Learning, which was reconstructed in 2011, in their education policy based on theories of adult education in Public Education Centers such as “adult educator qualifications”, “content formation”, selection of methodology in teaching courses” and “achievement evaluation”. This research has questioned some dimensions of education programs, in the Ministry of Education with some of the provinces of Ankara and Mersin Public Education Centers. Open ended question survey was applied to collect the data. The result of the research shows that the content of the program comes from the center as a modular program. There is no training center for adult educators in Turkey. Teachers coming from different academic ranks and instructors specialised in their fields give courses in these institutions. Their teaching methods are compatible with pedagogy. Test type exams are applied. Moreover, like the other newly EU participant countries, Turkey has accepted Life Long Learning programs without preliminary preparations. Key words: andragogical model, adult education, public education center.

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Leggett, Nicole, and Linda Newman. "Play: Challenging Educators' Beliefs about Play in the Indoor and Outdoor Environment." Australasian Journal of Early Childhood 42, no. 1 (March 2017): 24–32. http://dx.doi.org/10.23965/ajec.42.1.03.

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WESTERN DISCOURSES OF EARLY childhood pedagogy promote a play-based approach to learning, growth and development. However, play is a contested concept. Educators' understandings can vary from allowing freedom for children to play without interference, through to a range of adult engagement levels. The Australian Early Years Learning Framework adopts a play-based approach to children's growth and development, though says little about adult roles or intentionality in play. This paper draws from recent research that explored educators' beliefs and understandings of their roles as intentional teachers within indoor and outdoor learning environments. Findings highlighted differences between role and responsibility perceptions whereby educators shifted roles from teacher to supervisor between contexts. Drawing on Vygotsky's sociocultural approach that regards play as a social event and the leading source of development, promoting cognitive, emotional and social development in young children (Connery, John-Steiner & Marjanovic-Shane, 2010), we believe that a re-examination of the role of the educator in children's play requires specific attention. Finally, based on the research, we contest the notion of ‘free play’. This paper suggests that by acknowledging the role of the educator as an intentional teacher both indoors and outdoors, and emphasising the complexity of the educator role, a more robust definition of play that is reflective of contemporary early childhood contexts and curricula can evolve to strengthen educator understanding and practice.

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Basir, Abdul. "Educator in The Prespective of Islamic and Western Education Theory." Tarbiyah : Jurnal Ilmiah Kependidikan 9, no. 1 (June 30, 2020): 42. http://dx.doi.org/10.18592/tarbiyah.v9i1.3471.

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Educators take as an important rule in educational system. They are the ones who are responsible for the students in achieving their educational goals. Basically, there is no difference concept of educators in both Islamic and Western Education. However, Islam has broader perspectives compared to the Western one, since in Islam Allah is believed as the first and foremost teacher or educator. Then, this is continued by the Prophet Muhammad as a recipient of revelations from Allah, and then it is inherited to the Islamic Scholars and even parents to educate their followers, children, and all family members. The position of educators is highly appreciated according to Islamic Education, since the source of the knowledge taught to the human is directly from Allah the Almighty God. Therefore, the nature of educators should become role models which can be taken as a good example for the students in order to improve the quality of theit faith and piety. Thus, the terms and conditions for an educator are s/he must be an adult, has good personality and character, has broaden knowledge and skills, and also good attitudes and consistency based on Islamic taughts.

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Lander, Dorothy. "The Vocational PortfoIio of an Adult Educator-in-Process." Inquiry: Critical Thinking Across the Disciplines 19, no. 3 (2000): 20–33. http://dx.doi.org/10.5840/inquiryctnews20001934.

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Boshier, Roger, and Yan Huang. "Madame Li Li: Communist revolutionary, adult educator, lifelong learner." Studies in Continuing Education 31, no. 1 (March 2009): 45–59. http://dx.doi.org/10.1080/01580370902741886.

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Gold, Marion Stichman. "The Making of an Adult Educator: Moving Beyond Empathy." Adult Learning 11, no. 4 (September 2000): 31–32. http://dx.doi.org/10.1177/104515959901100412.

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Noraziah. "The Adult Educator of Immigrants as an Intercultural Consultant." Journal of Social Sciences 8, no. 2 (October 1, 2012): 238–45. http://dx.doi.org/10.3844/jssp.2012.238.245.

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Vernon, Sally, and Lois J. Zachary. "The adult educator as consultant: Options, rewards, and promises." New Directions for Adult and Continuing Education 1993, no. 58 (1993): 91–93. http://dx.doi.org/10.1002/ace.36719935814.

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Gates, Trevor G. "Valuing experience in a baccalaureate social work class on human behavior." Journal of Practice Teaching and Learning 13, no. 1 (February 21, 2015): 76–85. http://dx.doi.org/10.1921/jpts.v13i1.810.

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Social problems are best understood through active engagement in the community, experiences that bring to light the social problems at hand. Social work education lends itself especially to practical application and experience, as addressing social welfare problems can never be entirely theoretical. Experiential education offers social work students such an opportunity, and the social work field experience offers social work students an opportunity for applied learning.Kolb’s theory of experiential adult learning, which argues that adults learn through concrete experiences, reflective observation, abstract conceptualization, and active experimentation, provides a useful framework for understanding the importance of experiential learning in social work education. In this paper, I discuss Kolb’s contribution to adult learning theory, particularly how his theory built upon previous conceptual frameworks for understanding the adult learner. I also apply Kolb’s theory to my own learning and social work education practice. Finally, I reflect upon how my own learning experiences inform my understanding of Kolb’s experiential learning theory and my current perspective as a social work educator in a baccalaureate social work human behavior class in the United States.

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Stiegele, Dace, and Mirdza Paipare. "ARTS THERAPIES IN LIFELONG LEARNING – OPPORTUNITIES AND SOLUTIONS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 274. http://dx.doi.org/10.17770/sie2020vol5.5092.

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Observing lifelong learning programs in Latvia, there is a tendency to develop study courses that ensure the acquisition of new professional knowledge and skills, as well as their development, but a very minor section of courses and programs is devoted to the personality, resources, needs and acquisition of broad skills involved in adult education.In professional and scientific literature there is no reflection of the research conducted so far in Latvia on the use of arts therapies in maintaining the quality of life of adults in the context of lifelong learning.Purpose of the article: to research education as one of the indicators of quality of life in Europe and Latvia and differences and similarities in andragogy and arts therapies in order to get an idea of the possibilities of using arts therapies in lifelong learning.Method: content analysis of pedagogical and psychological literature, scientific articles, data of Eurostat population quality of life surveys, as well as official EU and Republic of Latvia guidelines on quality of life and lifelong learning issues.Results: the professional and personal competencies of an adult educator and an art therapist are highly demanding and have a number of common features. An adult educator and an art therapist have similar professional tasks - to see the needs of those involved in adult education and arts therapies, to support individual self-development, to encourage personality development, thus improving the quality of life. For each specialisation of arts therapies (music, dance and movement, drama and visual plastic) a specific application can be made according to target groups, educational stage and programs, as well as areas of needs.

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Todorovska, Viktorija, and Duane Roen. "ADULT ESL: POLITICS, PEDAGOGY, AND PARTICIPATION IN CLASSROOM AND COMMUNITY.Trudy Smoke (Ed.). Mahwah, NJ: Erlbaum, 1998. Pp. xv + 337. $71.95 cloth, $31.00 paper." Studies in Second Language Acquisition 22, no. 1 (March 2000): 118–19. http://dx.doi.org/10.1017/s027226310025105x.

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This collection explores recent developments in both community and college adult ESL education to meet the needs of adult ESL learners in current social and political contexts in North America. The 22 women and 2 men contributing to the volume argue persuasively and even passionately for programs that prepare adult ESL learners for citizenry in a 21st-century democracy. Collectively and individually the chapter authors argue eloquently that adult education programs need to assist learners not only in their academic lives but also in their professional, personal, and civic lives. These teacher-scholars demonstrate what it means to be a knowledgeable, committed, and effective educator.

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Oliveira, Uéverson Mendes, Bruno Henrique de Souza Ribeiro, and Joseilda Sampaio de Souza. "EXPERIÊNCIA DO EDUCADOR NA ERA DA CULTURA DIGITAL COM ALUNOS DO PROGRAMA EDUCAÇÃO DE JOVENS E ADULTOS (EJA) NA CIDADE DE JUAZEIRO - BA: UM ESTUDO DE CASO." Revista Prâksis 3 (August 27, 2020): 118. http://dx.doi.org/10.25112/rpr.v3i0.2174.

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RESUMOA cultura digital na dinâmica de vida dos indivíduos é uma necessidade da época em que vivemos. Vivenciar dinâmicas com as tecnologias é um papel essencial na vida do educador para a formação do pensamento crítico do educando. Neste estudo de caso, será relatada a experiência vivenciada por educadores da Cultura Digital e educandos da EJA - Educação de Jovens e Adultos de uma empresa da cidade de Juazeiro-BA. Tentar quebrar barreiras, diminuir obstáculos e facilitar a interação educador-educando-tecnologias foi o que motivou a realização de uma abordagem com essas pessoas em relação às aulas realizadas nos laboratórios de informática, as quais ocorriam três vezes por semana na própria empresa. Relatando os entraves, dificuldades e a relevância das descobertas do mundo tecnológico, este trabalho mostrará as vivências do educando e do educador com o computador e a grande oportunidade de utilizar o conhecimento da informática no cotidiano dessas pessoas. O computador passa a fazer parte das turmas da EJA como um elemento estruturante para aprender a ler e a escrever e deixa de ser apenas um fator de inclusão digital que os integra na sociedade. É um novo método para desenvolver os diferentes processos de ensino-aprendizagem na fase adulta e estimular aos educadores o dinamismo em suas aulas e motivar os educandos a não desistirem de aprender.Palavras-chave: Educador. Educando. EJA. Cultura Digital. ABSTRACTThe digital culture of individuals is a necessity of the time in which we live. Learning how to handle technologies is an essential role in the life of the educator for the formation of critical thinking of the learner. In this case study, will be reported the experience lived by educators of Digital Culture and students of the EJA- Youth and Adult Education in a company in the city of Juazeiro-Ba. Trying to break down barriers, reduce obstacles and facilitate the educator-educator-technology interaction was what motivated to approach these people in relation to the classes held in computer labs, which occurred three times a week in the company itself. Reporting the obstacles and difficulties, and the relevance of the discoveries of the technological world, this work will show the way of living of the educator and the students with the computer and the great opportunity to use the computer knowledge in the daily life of these people. The computer becomes part of the EJA classes as a resource of learning to read and write and is no longer just a factor of digital inclusion that integrates them into society. It is a new method of developing different processes of teaching learning in adulthood, also a new possibility for educators to streamline their classes and motivate learners not to give up learning.Keywords: Educator. Teaching. EJA. Digital Culture.

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Vathi Muniandy, Punitha, Abdul Jalil B.Othman, and Sharir Jamaluddin. "THE INFLUENCE OF SELF-DRIVE ON THE DEVELOPMENT OF MALAY LANGUAGE PROGRAMME: NON-NATIVE ADULTS’ PERSPECTIVE." Humanities & Social Sciences Reviews 6, no. 2 (October 18, 2018): 74–83. http://dx.doi.org/10.18510/hssr.2018.629.

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Purpose: The purpose of the study is to analyse non-native adults’ self-drive and ways that has influenced towards the development of Malay language programme in which the programme caters to their needs, expectations and self-drive in University of Malaya for Continuing Education. Methodology: This study aims to analyse non-native adults’ self-drive in an informal adult education at a higher learning institution in Malaysia using an action research method comprising 58 non-native adult learners which was implemented from January 2014 to December 2017. The evidence gathered through feedback, observation and continuous assessment. Findings: The outcome of this study reveals that strong self-drive among non-native adult learners encouraged and increased the effort towards the introduction of a Malay language programme that suits their needs and expectations. Research Limitations/Implications: It was reported that the development of new Malay programme would have been more successful and benefits more language instructors and academicians. Their involvement would provide more support and critical views in the research in order to validate the formulation of the Malay programme. Social Implications: The improvement in teaching and learning process undertaken has also accelerated adult learners’ attainment and competency in Malay language. As a result of non-native adult leaners’ excellent attainment has reinforced the Malay language educator to attract and increase the enrolment for continuing education at higher learning institutions that offer Malay programme as lifelong learning programme. Originality/Value: The study on self-drive among non-native adults and how it has influenced towards the development of a Malay programme that caters to their needs, interests and expectations is still new, and it is a first-hand study of its kind. The results will be useful for those who are involved in adult teaching and in steering Malay as Modern Foreign Language programme at higher education.

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Popović, Katarina, and Miomir Despotović. "Zlatno doba života: Dva lica Srbije." Obrazovanje odraslih/Adult Education, no. 1 2019 (2019): 53–78. http://dx.doi.org/10.53617/issn2744-2047.2019.19.1.53.

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This paper discusses the situation of older people in Serbia – development and current state of art, their marginalization and ageism in the society. Stereotypes and media are in the focus, since many researches show that their impact on the adult population is huge, and they act as a ‘massive’ adult educator in the public space. An educational measure and its impact are shown in the paper, and the results of the project are presented, where several adult education organisations took part, aiming at change of the image of elderly in the society.

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Natheem Hendricks and Kaylianne Aploon-Zokufa. "A ‘curriculum moment’ for Adult and Community Education and Training: Acknowledging the voices and experiential knowledge of lecturers and students at community learning sites." Journal of Vocational, Adult and Continuing Education and Training 4, no. 1 (November 30, 2021): 15. http://dx.doi.org/10.14426/jovacet.v4i1.181.

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Curriculum reform and development is, first and foremost, a political project. It involves the selection, organisation and distribution of particular knowledge structures. But factors such as student and teacher demographics deeply influence the ways in which curricula can be implemented, enacted and used as a catalyst for change. In South Africa, a particular ‘curriculum moment’ has emerged in the field of Adult and Community Education and Training (ACET) through the establishment of community colleges, along with the introduction of new educator qualifications for ACET. In this article, we draw on the reflective diary entries of student lecturers on an Advanced Diploma for Educators of Adults (ADEA) course who are lecturers at community learning sites, to reflect on this moment of curriculum construction in the development of a new Diploma in Adult and Community Education and Training (DipACET). The analysis shows that while curriculum reform is crucial to professionalising the field, it will have a very limited impact if the voices of the lecturers and students at community learning sites are marginalised in the process. These lecturers have experiential knowledge which sets them apart as crucial drivers of the curriculum. Moreover, they select and organise the content to be taught, determine how it is to be taught, and decide on the kinds of knowledge that should be privileged at sites where the curriculum is implemented. We also delineate what counts as valuable knowledge and for whom it is valuable in the field of adult and community education.

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Tracey, Shelley. ""To Avoid Embarrassment, Poetry Should Keep Itself to Itself": An Autoethnographic Exploration of the Place of Poetry in Adult Literacy Teacher Education." LEARNing Landscapes 4, no. 1 (April 1, 2010): 291–303. http://dx.doi.org/10.36510/learnland.v4i1.378.

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This paper explores the reasons for the author’s reluctance to bring examples of her own poetry into her practice as teacher educator on a program for adult literacy tutors. The paper begins with the author’s poem, "The Place of Poetry," which is used as a tool for reflection on the author’s assumptions about her identities as poet and as educator. The paper ends with poems written by the author’s students, which demonstrate that the use of poetry in education has the potential to facilitate transformative learning.

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Lewis, Nicole, and Venise Bryan. "Andragogy and teaching techniques to enhance adult learners’ experience." Journal of Nursing Education and Practice 11, no. 11 (July 15, 2021): 31. http://dx.doi.org/10.5430/jnep.v11n11p31.

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Nurse educators need to be cognizant of their instructional methods to ensure they are using appropriate techniques to effectively teach students as adult learners. Andragogy is the practice of teaching adult learners; its role and application in concept-based nursing education in the online, classroom, and clinical teaching contexts are explored in this reflective literature review. Concept-based curriculum is a method of teaching that utilizes active learning strategies to aid in developing critical thinking skills and knowledge comprehension. Reflections on incorporating andragogy to teach in a concept-based curriculum in nursing by a novice educator is also presented along with selected teaching techniques that has been utilized to solidify nursing students learning. It has been shown that non-traditional teaching techniques such as simulation, case studies, debates, and creating a “flipped” classroom can be effective in applying andragogy in a concept-based curriculum model. Incorporating andragogy within the concept-based curriculum is vital for equipping nursing students with necessary critical thinking and reflection skills required for nursing practice.

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Neck, Heidi M., and Andrew C. Corbett. "The Scholarship of Teaching and Learning Entrepreneurship." Entrepreneurship Education and Pedagogy 1, no. 1 (January 2018): 8–41. http://dx.doi.org/10.1177/2515127417737286.

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Entrepreneurship education (EE) research is not advancing as fast as general entrepreneurship because it is not subject to the same level of scholarship. Grounded in the Scholarship of Teaching and Learning from the field of adult education and using an expert Delphi Panel approach, we offer a glimpse into the minds of top entrepreneurship educators. We suggest studying EE through a teaching lens offers insights and elevates teaching as a form of scholarship on par with traditional, more accepted forms of research. Our Delphi analysis suggests a definition of EE as developing the mindset, skill set, and practice necessary for starting new ventures, yet acknowledging the outcomes of such education are far reaching. We introduce five continuums of EE that encourage a transition to teaching approaches based on adult learning, namely andragogy and heutagogy. Implications for entrepreneurship educator training, the need for practice, and the future of EE research are discussed.

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Mehta, Kaye, Carolyn Dent, Georgia Middleton, and Sue Booth. "Personal development, wellbeing and empowerment gains for nutrition peer educators: a South Australian perspective." Health Promotion International 35, no. 5 (November 7, 2019): 1159–67. http://dx.doi.org/10.1093/heapro/daz099.

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Abstract This study aimed to explore the experience of being a Community Foodies (CF) peer educator with respect to personal benefits, specifically, personal development, wellbeing and empowerment. Qualitative semi-structured telephone interviews conducted with metropolitan and country peer educators of the CF programme. The CF programme in South Australia (SA) delivers nutrition education to disadvantaged communities. Ten adult peer educators from the CF programme: seven from country SA and three from Adelaide. Phenomenon of interest is that peer educators’ perceptions of personal growth and development from involvement in the CF programme. The interviews were audiotaped and analysed thematically. The experience of being a nutrition peer educator improved personal skills and knowledge, dietary habits, self-esteem, confidence, sense of belonging and civic engagement. Peer educators felt that the CF programme was run in a straightforward, easy to understand way, with a welcoming environment and abundant support from the coordinators. Apart from benefits to themselves, peer educators appeared to be most proud of their capacity to contribute to the nutritional health of the broader community. Peer education programmes in disadvantaged communities provide policy makers with valuable and cost-effective approaches to improve health, build self-efficacy, strengthen community engagement, and, foster active participation and trust.

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Journal articles on the topic 'Adult educator'

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