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 37.
Strana viii
... Professional 85 Social capital 87 Linkages and interconnections 90 5 Learning Concepts 92 The organization and practice of adult learning 92 Distance, open and flexible 93 Experiential, problem-based, independent and self-directed 102 ...
... Professional 85 Social capital 87 Linkages and interconnections 90 5 Learning Concepts 92 The organization and practice of adult learning 92 Distance, open and flexible 93 Experiential, problem-based, independent and self-directed 102 ...
Strana 1
... professional development may take place at a variety of levels, leading to, for example, a teaching certificate, a first degree, a professional qualification or a research degree. Or it may not involve any qualification at all, and may ...
... professional development may take place at a variety of levels, leading to, for example, a teaching certificate, a first degree, a professional qualification or a research degree. Or it may not involve any qualification at all, and may ...
Strana 2
... professional organizations, employers and trades unions, central and local government, and international agencies. They will be employed in these ways in what academics term 'discourses', in 2 KEY CONCEPTS IN ADULT EDUCATION AND ...
... professional organizations, employers and trades unions, central and local government, and international agencies. They will be employed in these ways in what academics term 'discourses', in 2 KEY CONCEPTS IN ADULT EDUCATION AND ...
Strana 5
... professional, social capital Learning Concepts distance, open, flexible, experiential, problem-based, independent, self-directed, andragogy, conscientization, communities of practice Curricular Concepts knowledge and skill, capability ...
... professional, social capital Learning Concepts distance, open, flexible, experiential, problem-based, independent, self-directed, andragogy, conscientization, communities of practice Curricular Concepts knowledge and skill, capability ...
Strana 7
... professional training. This relationship is illustrated in Figure I.2. In Figure I.2, the words to the right of the vertical line are the core concepts, while those to the left are the qualifying concepts. The bulk of the concepts ...
... professional training. This relationship is illustrated in Figure I.2. In Figure I.2, the words to the right of the vertical line are the core concepts, while those to the left are the qualifying concepts. The bulk of the concepts ...
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