Key Concepts in Adult Education and TrainingRoutledge, 12. 11. 2012 - 208 strán (strany) As adults, we are all continually involved in learning, with increasing numbers of us engaged in more formalized forms of learning; that is, in education or training. All those involved in the broad field of adult education and training will come into contact with many specialist ideas or concepts. It is often assumed of students that they already have a general understanding of these concepts, their meanings, applicability and inter-relationships. This is not always the case. This book examines in detail over forty of these key concepts, ranging from community education and experiential learning to competence and access. It presents a clear, analytical discussion in jargon-free language. It is, therefore, indispensable to all students and practitioners of adult education and training. |
Vyhľadávanie v obsahu knihy
Výsledky 1 - 5 z 87.
Strana viii
... Learning Concepts 92 The organization and practice of adult learning 92 Distance, open and flexible 93 Experiential, problem-based, independent and self-directed 102 Andragogy, conscientization ... ADULT EDUCATION AND TRAINING 2ND EDITION.
... Learning Concepts 92 The organization and practice of adult learning 92 Distance, open and flexible 93 Experiential, problem-based, independent and self-directed 102 Andragogy, conscientization ... ADULT EDUCATION AND TRAINING 2ND EDITION.
Strana 1
Malcolm Tight. Introduction. CONCEPTS IN ADULT EDUCATION AND TRAINING Adult education and training—now widely re-labelled and re- energized under the banner of lifelong learning (see Chapter 2)—is an important and developing field of ...
Malcolm Tight. Introduction. CONCEPTS IN ADULT EDUCATION AND TRAINING Adult education and training—now widely re-labelled and re- energized under the banner of lifelong learning (see Chapter 2)—is an important and developing field of ...
Strana 6
... learning, curricular, structural—are not, however, put forward as in any way definitive. They are my own conceptualization and basically a suggestive ... ADULT EDUCATION AND TRAINING 2ND EDITION What's new about the second edition?
... learning, curricular, structural—are not, however, put forward as in any way definitive. They are my own conceptualization and basically a suggestive ... ADULT EDUCATION AND TRAINING 2ND EDITION What's new about the second edition?
Strana 14
Malcolm Tight. ADULT What do we mean when we call someone an adult? What distinguishes adult education, adult training and adult learning from education, training and learning in a more general sense? The second of these questions has an ...
Malcolm Tight. ADULT What do we mean when we call someone an adult? What distinguishes adult education, adult training and adult learning from education, training and learning in a more general sense? The second of these questions has an ...
Strana 17
... adults, for whom we might at least assume some degree of voluntariness if ... learning, appears to be 'organized and sustained instruction'. This implies ... Learning, by contrast, could be seen as not necessarily involving instruction ...
... adults, for whom we might at least assume some degree of voluntariness if ... learning, appears to be 'organized and sustained instruction'. This implies ... Learning, by contrast, could be seen as not necessarily involving instruction ...
Obsah
1 | |
12 | |
Chapter 2
International Concepts | 37 |
Chapter 3
Institutional Concepts | 54 |
Chapter 4
Workrelated Concepts | 74 |
Chapter 5
Learning Concepts | 92 |
Chapter 6
Curricular Concepts | 118 |
Chapter 7
Structural Concepts | 137 |
Chapter 8
Conceptual Understandings | 154 |
References | 167 |
Index | 195 |
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accreditation activity adult education analysis application approach assessment associated become career Chapter competence concepts concerned considered context continuing countries course critical defined definition discussion distance education distinction economic edition educa education and training effectively emphasis enterprise examination example experience experiential field flexible formal forms further given higher education human human capital idea identified implications importance increasing individual institutions interest interpretations involved issues kind knowledge learner learning organization learning society least liberal lifelong learning linked London meaning nature notion offer Open organizational participation particular perspective political practice present problems professional recent recognize refer resource responsibility role seen self-directed sense skills social social capital success suggested teaching theory third tion traditional understanding United University varied vocational