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 69.
Strana i
... ideas or concepts on a daily basis. This book is designed for students and practitioners of adult education and training who wish to develop their understanding of these many associated concepts. At the end of each chapter there is also ...
... ideas or concepts on a daily basis. This book is designed for students and practitioners of adult education and training who wish to develop their understanding of these many associated concepts. At the end of each chapter there is also ...
Strana 2
... ideas that are of key importance to us. Examples from general conversation would include truth and beauty, good and evil, happiness and hunger, love and destiny. Concepts have, therefore, a resonance that can go beyond that of more ...
... ideas that are of key importance to us. Examples from general conversation would include truth and beauty, good and evil, happiness and hunger, love and destiny. Concepts have, therefore, a resonance that can go beyond that of more ...
Strana 3
... ideas are mediated through my presentation and critique. Other writers would undoubtedly have chosen a different selection of concepts and authors and would have stressed a different collection of points. Indeed, I would have produced a ...
... ideas are mediated through my presentation and critique. Other writers would undoubtedly have chosen a different selection of concepts and authors and would have stressed a different collection of points. Indeed, I would have produced a ...
Strana 7
... ideas of learning, teaching and development. Chapters 2 to 7 then examine what, by contrast, may be termed qualifying concepts. These concepts refer to approaches to, or details of, the field as defined by the core concepts. Indeed, it ...
... ideas of learning, teaching and development. Chapters 2 to 7 then examine what, by contrast, may be termed qualifying concepts. These concepts refer to approaches to, or details of, the field as defined by the core concepts. Indeed, it ...
Strana 12
... idea of inclusion or exclusion quite often make use of diagrams, with the concepts discussed portrayed as circles or ovals. In such cases, training may be represented as 12 Chapter 1 The Core Concepts Oppositional or related terms?
... idea of inclusion or exclusion quite often make use of diagrams, with the concepts discussed portrayed as circles or ovals. In such cases, training may be represented as 12 Chapter 1 The Core Concepts Oppositional or related terms?
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