This chapter describes the importance of evaluator education and some of the different ways in which evaluators can learn about the field.It discusses a historic perspective on evaluator education ...alongside its recent developments, and describes areas where further discussion is needed, including critical adult education, universal design for learning, and explicitly linking evaluator education with contemporary and anticipated future needs. It concludes by asking “what should evaluator education look like in the future?”
This article aims to summarise long-term set of projects with common “Brand” InFormal. The described projects took place from 2015 to 2019 and were funded by Erasmus+: Youth both Key Action 1 and 2. ...This article is a summary rather than a description of the individual projects. The main focus of the projects was the integration of non-formal learning into the formal education, and the projects noted in the paper were sets of training courses where participants were educators and practitioners from both the formal (teachers, etc.) and the non-formal sphere (free time educators of extracurricular activities, youth workers etc.). This created a unique sharing environment and clash of ideas where participants themselves were often creators of the content (after receiving methodological background). In this article, we described what we understand as formal and non-formal learning and education and how it was used during the mentioned projects. Later in the results section comments on individual projects are shared. The discussion of results leads to the conclusion that the way of integrating formal and non-formal as outlined projects did is an excellent way to create mutual understanding for both teachers and the youth workers. It is also the way to gain most from both worlds and a way of giving the competence to educators to use the appropriate approach when necessary.
The didactic materials, used to implement the educational programme, are an important element of the didactic process. They should be prepared in a way that they can meet basic didactic tasks and ...functions. Primarly, they should provide new knowledge in given field, organize it, consolidate it and engage congnitively . Well-prepared didactic materials also provide a motivational function. They develop emotional sphere, shape interests and strengthen a positive approach towards education. The second important function they provide is informational, which is responsible for familiariazing with a new content. Thanks to it, didactical materials enrich the knowledge base not only via text, but also with other appropriately selected content. The third function – of exercise is meant to mold habits and skills. It simplifies understanding, remembering and utilizing of knowledge in practice. It’s also responsible for the solidification an evaluation of obtained results.
The authors present the current requirements for professional competences of teacher assistants in the educational, (psycho) didactic, social and communication, managerial, normative and ...professionally-cultivating areas, which place higher demands on teacher assistants’ training at faculties of education, as well as in the system of lifelong learning. The article documents the findings from interviews with 59 Czech teacher assistants. The authors used the grounded theory approach to analyse the data. The findings reveal the key professional competences as perceived by teacher assistants.
The problem of adult education is actualized in the context of today, due to the introduction of continuing education and the need for lifelong learning. One of the priorities of education is always ...relevant to the preparation and development of the staffing potential of the education system, including adult education. The leading specialist in this field is andragogue as a specialist in training, counseling, providing social assistance and performing organizational and managerial functions in the adult environment. The relevance and demand for the training of andragogues is conditioned by the growing influence of education on the course of socio-economic, political, and cultural development of the world community. In order to find out the real state of andragogue preparation in Ukraine, the authors developed and tested a questionnaire of online adult education experts using the Google form. The results of the study show that representatives of state institutions, non-governmental organizations and public associations have enough scientific and practically oriented experience in the field of adult education. Their activities are centered around providing adult education and counseling services to careers, mobility, retraining and life trajectory design. The need for training andragogues as specialists in the field of adult education capable of effectively organizing the adult learning process has been identified. Respondents identified significant personal qualities of the andragogue: organizational and communicative abilities, broad outlook, emotional stability, availability of analytical, prognostic and project skills and cognitive activity.
The article examines the correlation between choosing a personal educational pathway and developing learner autonomy. The authors share the opinion that educational pathways and self-directed studies ...have been getting vital in life-long learning. Thus, pedagogical universities should equip their students with skills of autonomous learners who are able to make well-informed choices about their own education and, in future, can facilitate a similar choice for their prospective schoolchildren.The study describes the authors’ positive experience in increasing students’ awareness of responsibility for choosing their personal educational pathways. The survey participants included 421 students who enrolled in the Bachelor’s program and the Master’s program at H.S. Skovoroda Kharkiv National Pedagogical University, Ukraine, in 2018 and in 2019. The obtained data indirectly proved the fact that learner autonomy of the 1st Year students was not sufficiently developed and it impeded designing their personal educational pathways. The students of the master’s program evinced more mature position in making choices and setting goals. The analysis of the students’ motivation demonstrates a certain dynamics towards a more conscious choice of elective components in the academic program and gradual transition from external motivation to instrumental and intrinsic ones. The results of the research show that an appropriate balance between teachers’ guidance and students’ personal responsibility enhances the process of designing a personal educational pathway.
In this introduction to the special issue on Bildung and dialogical self theory (DST), I explain why the notion of Bildung warrants elaboration in a special issue of the Journal of Constructivist ...Psychology. The concept of Bildung-for some, too apolitical and individualistic-gains significance by relating it to intercultural understanding as a prime challenge for plural societies in which cultural and religious diversity easily leads to confrontation and even violent conflict. The special issue offers an interdisciplinary discussion of the relevance of DST for this topic, of Bildung and humanism, and of the practice of intercultural adult education. In three articles, arguments for dialogical self as a prerequisite for intercultural adult education are placed within the broader context of pivotal discussions conducted within psychology, philosophy, and religious studies on the subject of our globalizing world.
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Your hands-on guide to teaching adults. . . no matter what the subject In this expanded edition of How to Teach Adults, Dan Spalding offers practical teaching and classroom management suggestions ...that are designed for anyone who works with adult learners, particularly new faculty, adjuncts, those in community colleges, ESL teachers, and graduate students. This reader-friendly resource covers all phases of the teaching process from planning what to teach, to managing a classroom, to growing as a professional in the field. How to Teach Adults can guide new instructors who are trying to get up to speed on their own or can help teacher trainers cover what their students need to know before they get in front of a class. It is filled with down-to-earth tips and checklists on such topics as connecting with adult students, facilitating discussions, and writing tests, plus everything you need to remember to put into your syllabus and how to choose the right textbook. Dan Spalding reveals what it takes to teach all students the skills they need to learn, no matter what the topic or subject matter. Full of vivid examples from real-world classrooms, this edition: Shows how to get started and tips for designing your course Includes information for creating a solid lesson plan Gives suggestions for developing your teacher persona How to Teach Adults offers the framework, ideas, and tools needed to conduct your class or workshop with confidence.
Co-published with The field of Adult and Continuing Education (ACE) has long been influential beyond its already porous borders and continues to be a source of important ideas, inspiration, and ...innovative practices for those in disciplines such as educational administration, social work, nursing, and counseling. Recognizing this, the American Association for Adult and Continuing Education commissioned the editors to create this compendium, which provides an invaluable resource to readers already established in the field, those entering the field, and to myriad neighbors of the field as well.This four-volume compendium (also available as a combined e-book) brings together a host of national and international contributors to map the field of ACE in a series of brief articles addressing key theories and practices across its many domains and settings. These are arranged in four volumes, available either individually or as a set:
Volume One: Adult Learners
Volume Two: Teaching and Learning
Volume Three: Leadership and Administration
Volume Four: Inquiry and Influences
The volume on Adult Learners will include articles addressing topics such as adult development, diversity, learning abilities, the influence of personality on learning, and the role of experience in adult learning. By far the largest segment of learners in society, and currently the largest segment of college students as well, a better understanding of the adult learner is vital for educators of all kinds.Volume two addresses Teaching and Learning topics ranging from methods and roles to programs and materials. Encompassing formal and informal learning, as well as the variety of focus and setting, from cultural to occupational, this volume explores the wide range of theory and practice in ACE.Issues of Leadership and Administration such as planning and resource allocation, organizational change and culture, and the value of a shared vision for all stakeholders are addressed in the third volume. From practical
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