Five Perspectives on Teaching in Adult and Higher EducationThis work is derived from several years studying the teaching of adults in Asia and North America. It presents five different perspectives on teaching adults. Each perspective is described as a set of actions, intentions and beliefs, and then illustrated within contexts of adult education practice. |
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Page 87
Daniel D. Pratt. what they study , but rather that their learning is incomplete ; it is not textured or indexed with ... situated learning . " Situated Learning Although the phrase sounds new , the idea is not . Traditional appren ...
Daniel D. Pratt. what they study , but rather that their learning is incomplete ; it is not textured or indexed with ... situated learning . " Situated Learning Although the phrase sounds new , the idea is not . Traditional appren ...
Page 88
... [ Learning is located ] not in the acquisition of structure , but in the increased access of learners to participating roles in expert performances . ( pp . 16-17 ) Thus , schemas that result from situated learning are more than sim- ple ...
... [ Learning is located ] not in the acquisition of structure , but in the increased access of learners to participating roles in expert performances . ( pp . 16-17 ) Thus , schemas that result from situated learning are more than sim- ple ...
Page 102
... Situated learning : Legitimate peripheral participation . learning . Educational Researcher , 18 ( 1 ) , 32-42 . Prestine , N. A. , & LeGrand , B. F. ( 1991 ) . Cognitive learning theory and the preparation of educational administrators ...
... Situated learning : Legitimate peripheral participation . learning . Educational Researcher , 18 ( 1 ) , 32-42 . Prestine , N. A. , & LeGrand , B. F. ( 1991 ) . Cognitive learning theory and the preparation of educational administrators ...
Contents
SECTION | 1 |
Actions Intentions and Beliefs | 15 |
Introduction to Five | 33 |
Copyright | |
9 other sections not shown
Common terms and phrases
actions activities adult education andragogy answers Apprenticeship Perspective approach to learning asked aspects of teaching assessment assignments belief structures bridging knowledge challenge Chapter cognitive Cognitive apprenticeship commitment community of practice complex concepts content area course cultural curriculum Daniel D deep approach develop Developmental Perspective discussion dominant relationship effective teaching epistemology Ethnomathematics evaluating teaching example experience expertise extrinsic motivation focus Frankenstein goals helping learners higher education ideal important individual innumeracy instructor intentions knowl learner autonomy lecture math mathematics education means ment novices nurturing educators Nurturing Perspective objectives objectivism observations one's perspectives on teaching practice Pratt presented Principle prior knowledge problems questions radical educators reflect relationship responsibility schemas self-efficacy sense situated learning situations skills spective surface approach taught teachers teaching and learning techniques thinking tion tive Transmission Perspective transmission teaching understanding values view of teaching