Dissertations / Theses on the topic 'Pedagogy and Andragogy'

In a qualitative analysis, based upon three cases of mid-career1 secondary education teachers, their strategies, philosophies, modalities, and student expectations were analyzed in an effort to understand the extent to which self-directed learning (SDL) can impact the success of studentsâ learning. These practical implications of the study by experienced teachers supported and also challenged theoretical concepts of primarily Piaget, Knowles, and Vygotsky, but also examined those of Bloom and Wlodkowski. Specifically, results demonstrated that the incorporation of some adult learning methodologies into secondary education environments has contributed significantly to the effectiveness of these teachers. Perhaps this knowledge can guide future research into how to best identify and further develop secondary education teachersâ pedagogies to utilize SDL techniques in the 21st century classroom.

This thesis aimed to uncover age-related differences in a coach’s approaches to facilitate learning for Masters athletes (MAs) and youth athletes, using the Andragogy in Practice Model (Knowles et al., 2012) as a guide. Data in this instrumental case study were gathered from three semi-structured coach interviews, four focus group interviews (two with each cohort), and moderate participant observation (Spradley, 1980) to inform interview content. Results of qualitative analyses suggested, through the coach and athletes’ perspectives, that the coach oriented her approaches differently between MAs (aged 27-70) and youth (aged 14-15). She allowed the MAs to self-direct and make decisions, and encouraged them to ask questions collaboratively. Comparatively, she held a directed control and structure for the youth’s training influenced by highly competitive expectations. Despite differences, we acknowledge andragogy’s usefulness with both cohorts, and suggest that coaches recognize nuances between age groups that may influence how they orient their approaches.

The purpose of the study was two-fold. First, the study explored how self-identified Afrocentrist professors in higher education utilized Afrocentric pedagogy and andragogy to address the learning needs of students, specifically Black women students. Second, the study explored the ways in which Black women students experienced that learning in the higher education classroom. The purpose was advanced through an in-depth analysis of Afrocentric teaching and learning in the higher education. A sample of five self-identified Afrocentric faculty members - three females and two males - and five Black women students who studied with those professors was identified. Participants were interviewed individually in-person and by telephone. Data analysis resulted in the themes of the importance of living an Afrocentric life in which the African body is centered and elevated, rejection of European dominance and universalism, re-routing history, and introducing Afrocentricity as a methodology from which to analyze human life. These themes presented core values, approaches, practices and characteristics utilized in Afrocentric teaching. Findings also showed that the Black women student participants received multiple benefits from receiving an Afrocentric education that assisted them in their journeys through higher education. Study findings provided a foundation for the guidebook "Teach Me, Toward Me Kuongoza, "a tool for educators who choose to explore the Afrocentric journey, and for those who are curious about Afrocentricity's intent. The guidebook may be utilized by higher education institutions with a commitment to the academic lives of their Black students as well as those of diverse cultural backgrounds.

Researchers have indicated that mindful teaching approaches support students and educators throughout the learning process. The purpose of this hermeneutic phenomenological study was to explore the lived experiences of counselor educators with a daily mindfulness practice in the classroom with culturally diverse students. Relational-cultural theory (RCT) was the conceptual framework. Relational cultural theory concepts of relational connections and disconnections were used to explore the participants' lived experiences implementing a mindful teaching approach. Purposeful sampling yielded 10 participants who participated in semi-structured interviews. Using an inductive approach, the data were analyzed to identify essential themes. Thematic analysis was conducted by hand using literature-based codes and lean coding. Findings extracted from the literature review were used to pinpoint level one themes. Lean codes, or emergent themes, were then placed under each literature-based theme. The literature-based themes included: mindfulness practices, contemplative practices and the experience of educators, mindfulness competencies, interconnectivity, treatment outcomes, therapeutic presence, relational empathy, awareness and acceptance, self-care, and critiques. The emergent subthemes included: a mindful attitude, evaluation, modeling for students, creativity in the classroom, mindful orthodoxy versus personal experiences, authenticity, and cultural awareness. Findings may be useful for counselor educators who seek a greater capacity for awareness, acceptance, empathy, self-care, creativity, and presence when working with diverse students in the classroom. Implementing a mindful teaching approach can contribute to counselor educators meeting the needs of their diverse students.

The number of adult learners entering or returning to institutions of higher education is increasing in general and in relation to the traditional student population, and projections suggest that the trend will continue. As automation and technology impact the labor force, educational access is becoming a national concern and a necessity for more adult learners. Access to higher education impacts minority and economically depressed populations disproportionally and increases the personal and professional success of adult students and the long-term prosperity of their families. Although Composition Studies has a history of recognizing and facilitating student populations as they enter the Academy, adult learners have been overlooked and marginalized within Composition Studies. Through analysis of the foundational disciplinary literature, my research establishes that adult learners played a pivotal role in the development of Composition Studies and argues that Composition Studies can and should play a pivotal role in the success of adult learners in higher education. Locating adult learners in the disciplinary literature and demonstrating their impact on the theories and practices of Composition Studies creates a collective resource of research on which to ground current approaches and from which to launch future research; connecting this literature to the larger literature on adult learners allows Composition to contribute to and benefit from Academy-wide efforts. Stated simply, the goal of this dissertation is to recognize and support adult learners in Composition Studies. Such work is imperative because Composition Studies is continuing to construct adult learners through deficiency narratives and overlook adult learners in the current literature and classroom practices, as evidenced by the research on student-veterans. As a result, I suggest addressing the disciplinary responsibility to adult learners immediately through programmatic responses to the needs of adults in Composition Studies and by using the acknowledgment of their presence to call for institutional resources in support of all adult learners.

This research was in the area of self-directed learning, largely resulting from the researcher's experience with it whilst in Australia. However, the intent of this study was to consider factors which would affect the implementation of self-directed learning principles into the Philippine context. Education in the Philippines can be described as primarily engaged in the transmission of knowledge. The structure and culture of education in the Philippines is one that largely supports a teacher-directed learning environment. Students are conditioned to be dependent on teachers and are used to studying with the security of a clear structural plan with very limited opportunities to apply self-directed learning principles. This approach to education produces static knowledge and denies the expression and cultivation of the learner. Hence, there is a need to promote self-directed learning as part of the curriculum. In attempting to introduce self-directed learning (SDL) in the Philippines, it is important to analyse student and instructor characteristics which could influence the extent to which it is applied in the undergraduate university curriculum. This research project gathers in-depth information on the conduciveness of integrating self-directed learning in the undergraduate curriculum of De La Salle University (DLSU) in the Philippines. This exploratory study aimed to respond to the statement "What is the level of readiness for self-directed learning of undergraduate students from De La Salle University? What are the student's perceptions of education, their role in the educational process, the role of peers and the role of their instructors? What is the instructor's education orientation? What are the perception of instructors on the purpose of education, the nature of learners, characteristics of learning experiences, management of learning experiences, evaluation and the relationship between the educators and learners and between learners themselves? Are these perceptions similar and would it be possible to introduce self-directed learning principles to an undergraduate curriculum for traditional students in De La Salle University?" The response to these questions could be used in determining whether self-directed learning principles could in fact be applied in the Philippines, as well as determine the appropriate balance of pedagogical and andragogical instruction techniques. Twenty-three instructors and one hundred students from De La Salle University in the Philippines participated in the study. Instructors completed the Educational Orientation Questionnaire and students completed the Self-Directed Learning Readiness Survey. Follow up intewiews were also conducted to confirm findings resulting from the survey. Findings indicate that instructors have an orientation that is a combination of both pedagogical and andragogical techniques and that students perceive themselves as having self-directed learning readiness. As a number of learning situations already utilise andragogical and self-directed learning principles, the challenge is to promote and encourage SDL and implement it on a wider scope. Some recommendations have been included in this research on how to implement it in De La Salle University.

För att möta en framtid där medelåldern bland Europas befolkning blir allt högre har Europeiska unionen riktat fokus på frågan om hur förvärvsfrekvensen i de högre åldersgrupperna kan höjas. Genom att anta en policy avseende det livslånga lärandet uppmanar EU sina medlemsländer att skapa nya förutsättningar för att förverkliga detta mål. Utifrån detta fokus på möjligheten att studera även i hög ålder har föreliggande studie utgått från seniora studenter i åldern 50+. Studiens syfte har varit att studera behov av och krav på anpassad pedagogik som den yrkes- och livserfarna seniora studenten har för att kunna tillgodogöra sig undervisning vid högskola och universitet. Studiens teoretiska perspektiv har utgått från sociokulturell teori och andragogik. Studien är byggd på vad den seniora studenten som individ upplevt samt hur omgivningen och dess krav ser på seniora studenter som grupp. Insamlandet av data har utgjorts av semistrukturerande intervjuer med sju individer som är 50+ och varit aktivt studerande på svensk högskola eller universitet under vårterminen 2016. Intervjuerna genomfördes utifrån frågeställningar om behov, krav och anpassad pedagogik. Svaren har analyserats utifrån interpretativ fenomenologisk analys, i relation till teorier och tidigare forskning. Studiens resultat visar att den seniora studenten inte ser att det egna lärandet har förändrats över tid men att förutsättningarna har förändrats. Den seniora studenten har behov av att bli bemött som vuxen ansvarstagande individ och att den erfarenhet som följer med ska ses som ett positivt komplement genom att bidra till förening av teori och praktik i lärsituationen. Den seniora studenten har krav på kvalitetssäkrad undervisning och vill lyfta frågan om validering av tidigare erfarenheter samt bidra med sin erfarenhet för en anpassad pedagogik. Studien visar att den seniora studenten vill ha insyn och vara medbestämmande, men att de seniora studenterna i föreliggande studie inte är kravställande varken individuellt eller som grupp.

The introduction of the New Zealand Curriculum (Ministry of Education, 2007) provided both opportunities and challenges to schools. As teaching and learning has continued to evolve and develop in accordance with new research, technological innovations and changing school populations so too has curriculum. The curriculum was designed to initiate a transformation in values, principles, and key competencies that are needed for learners to successfully participate in schooling and society. The New Zealand government introduced a new curriculum in 2007 with the intention of it being implemented into schools by 2010. The content of curriculum was guided by pedagogical understandings supported by research. This included an emphasis on schools having ownership of their curriculum. The 2007 curriculum also had a larger focus on educating the whole child not just on learning objectives. This research investigates how three schools have undertaken the implementation of the New Zealand Curriculum (2007), and the effects this implementation has had on teaching and learning. Using semi-structured interviews, the descriptive narratives of each teacher’s and school’s experience and understanding has been explored. The results indicated that the participating schools are embracing the new curriculum and that changes made due to professional development, teacher collaboration and curriculum implementation are directly affecting learning for children in a positive way.

This qualitative, phenomenological study examines the perceptions of occupationally trained Tennessee technical college faculty on their preparedness to teach after being hired directly from industry and on the need for professional development and training on instructional and classroom strategies. Twelve semi-structured interviews were conducted by Zoom with instructors from three technical college program areas, Industrial Maintenance, Machine Tool Technology, and Welding. Participants represented institutions from each grand division of Tennessee, West, Middle, and East, plus Upper East. As a result of the data analysis, common themes, including a “here are your keys” approach to instructor induction, a reliance on other instructors for training, and the importance of timing when offering professional development and training to technical college instructors, were identified. The findings of this study exposed the perceived benefit and desire for professional development and the lack of formal training offered to occupationally trained technical college instructors. Finally, the findings from this study could be used to inform the development of professional development offerings offered by technical college administrators in Tennessee and the Tennessee Board of Regents.

Malcolm Shepherd Knowles was a key writer and theorist in the field of adult education in the United States. He died in 1997 and left a large legacy of books and journal articles. This thesis traced the development of his thinking over the 46-year period from 1950 to 1995. It examined the 25 works authored, co-authored, edited, reissued and revised by him during that period. The writings were scrutinised using a literature research methodology to expose the theoretical content, and a history of thought lens to identify and account for the development of major ideas. The methodology enabled a gradual unfolding of the history. A broadly-consistent and sequential pattern of thought focusing on the notion of andragogy emerged. The study revealed that after the initial phases of exploratory thinking, Knowles developed a practical-theoretical framework he believed could function as a comprehensive theory of adult learning. As his thinking progressed, his theory developed into a unified framework for human resource development and, later, into a model for the development of self-directed lifelong learners. The study traced the development of Knowles’ thinking through the phases of thought, identified the writings that belonged within each phase and produced a series of diagrammatic representations showing the evolution of his conceptual framework. The production of a history of the development of Knowles’ thought is the major outcome of the study. In addition to plotting the narrative sequence of thought-events, the history helps to explicate the factors and conditions that influenced Knowles’ thinking and to show the interrelationships between ideas. The study should help practitioners in their use and appreciation of Knowles’ works.

^{With the advent of globalisation driving the People.s Republic of China to embrace its future, the local government has shown great enthusiasm promulgating one of the oldest industries. Foreign higher educational providers that operate in China through the mode of joint venture cooperatives between a Chinese and foreign institution of higher learning are becoming increasingly .knowledgeable-hungry. public or private universities and colleges. Such operations commonly known as Sino-foreign educational cooperatives}

^{(SFEC), are hotly spawned on the mainland, enrolling Chinese students through the division of responsibilities, roles and resources. The Chinese party is mostly responsible for the hardware support, supplying facilities and logistics as the part of the bargain, whereas the foreign party provides the intellectual software of academic programs. The locus of this qualitative study aims to present and investigate a distinct phenomenon of learning in SFEC through the theories of sociocultural perspective encumbered in a transitional context; Sino-foreign (SF) graduates to other workplace communities. Without common interests of social interaction, co-participation, and transformation, SFEC are often discredited due to various factors. The learning aims will feature participative and transformative themes that feature qualitative and interpretive methods. Thus, this research involves interviewing four relevant participants from the likes of two Chinese nationals and two non-Chinese, and how they view learning in SFEC applied to a transitional context, the workplace. My furtherance of analysis will generally stress learning, co-participation and transformative learning in activities that circumvents discriminatory elements of artifacts, identity profiling, relationships, commitment and workplace employment for the necessary transition. In the initial research phase, it did seem that putting learning into community practice in China was essential. In the closing stages, thoughts will flow to the legitimisation of participative and transformative learning, which forms the backdrop of this original theme of research gathered through previous works of similar purview. Prawatt and Floden (1994) remark that knowledge, and the belief that knowledge is the result of social interaction and language usage, and thus is a shared, rather than an individual, experience. Presumably, my chosen theories frame the interactive and shared communal nature of the Chinese society and learning systems.}

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Sammanfattning

Det övergripande syftet med denna studie var att undersöka vuxnas upplevelse av att studera, i perspektivet socialisation och identiteters rekonstruktion genom studier. Studiens preciserade syfte var hur individen rekonstrueras genom studier med frågeställningar utifrån centrala temata i den teoretiska ramen: Hur uppstår mötet med det rekonstruerande självet? Hur upplever och vad blir konsekvensen av individens möte med den generaliserade andre? Hur upplever individen mötet med de signifikanta symbolerna och vad innebär detta möte? Undersökningen har genomförts i form av en kvalitativ, öppen riktad intervjuundersökning. Respondenterna bestod av nio kvinnor studerande på Omvårdnadsprogrammet och Barn och fritidsprogrammet, inom den kommunala vuxenutbildningen. Data som framkom vid intervjuerna transkriberades ord för ord och analyserades därefter utifrån en teoriram som grundade sig på Moira von Wright och George Herbert Meads symbolinteraktionistiska perspektiv. I resultatet framkom tre centrala temata, som betydelsefulla för den vuxnas upplevelse av att studera. Dessa var möten – relationer, hinder och lärande. Det som framkom ur det empiriska resultatet som väsentligt, när det gällde upplevelsen av att studera som vuxen, var mötet med andra studerande och lärare. De hinder som beskrevs var tidsbrist och problem med att uttrycka sig, såväl muntligt som skriftligt, detta gällde även de studerande med svenska som första språk. Motiven till att studera som vuxen var en förhoppning om ökade möjligheter att få en fast anställning, en säker inkomst och en upplevelse av ökad gemenskap i samhället. Det som också upplevdes som betydelsefullt var att få de kunskaper som efterfrågades av arbetsgivare, samt att erhålla kunskaper som innebar ökade möjligheter att göra ett bra arbete. I studien framkom även en förhoppning om att genom studier få en ökad insikt och förståelse för hur det svenska samhället fungerade. Flera av respondenterna uttryckte att deras studier fått dem att se med nya ögon på tillvaron och sitt liv. Mitt resultat visade att det rekonstruerande självet uppstod genom lärande i interaktion med individens miljö. Ett samspel som var beroende av tillgängligheten till de signifikanta symbolerna och den generaliserade andre. Möjligheten att del av de signifikanta symbolerna, förmågan att kommunicera, framkom i sin tur som avgörande för mötet med den generaliserade andre och var också den faktor som gav möjlighet till känslan av samhörighet, utveckling och trygghet.

“We are all chimeras, theorized and fabricated hybrids of machine and organism; in short, we are cyborgs.” -- Donna Haraway, A Manifesto for Cyborgs As we stand beyond the brink of the 21st Century, we are outside of the boundaries where the Ivory Tower approach to education is applicable, particularly in regards to the teaching of practical knowledge and the acquisition of necessary technical skills. We must also, however, address the very real scalability issues inherit in the One Room Schoolhouse approach, as the numbers of students who need education are not likely to shrink anytime soon. We are no longer apes on the savannah and we can no longer afford to act as robotic vessels in search of knowledge from academia’s font of knowledge. Technology is the future of our society and it is only growing in complexity. If we are to efficiently instruct our students in the ever-growing fields of general study and technology they face, we need to find a hybrid, or cyborg, approach, melding the ape and the robot.
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Title: Subjective evaluation of training courses in the field of inclusive physical education by Primary school educators Objectives: The main objective of the diploma thesis is to examine the subjective evaluation of inclusive PE training courses by the Primary school educators. Methods: The subjective evaluation of postgraduate education in the field of inclusive PE by the educators of Prague Primary schools was surveyed through empirical research, which was carried out within the Movement for Inclusion Project. An anonymous survey of our own design containing 22 survey questions was used to monitor the opinions and attitudes of Primary school educators. A total of 19 respondents (18 women and 1 man), who met the requirements for inclusion in the target research group, completed the survey via Google Forms. Results: According to the thesis, all participants in the research have perceived an increase in competencies for working with SEN (specific educational needs) pupils. Furthermore, the advantages and disadvantages of full-time and distance forms of additional training were mapped. The participants (except three) agreed that they had studied the course books sent as part of distance training courses. Respondents consider the desire to enrich their existing knowledge to be the greatest...

The provision of Adult Basic Education and Training (ABET) in South Africa has evolved over time to meet the needs of political agendas of the day. Presently, ABET policy aims to redress the inequalities of education created by the apartheid and Bantu Education systems. To this end, government has established policies and frameworks to encourage learning in both formal and informal environments. ABET learners usually have a very specific sociological and historical autobiography. Their needs and responsibilities are different to those of younger learners. So, with this andragogical consideration in mind, I posed the question: “Why are some learners more successful than others in the completion of an ABET course? I conducted a case study at Belmont Publishers1. My primary research participants were company management, the ABET facilitator and the ABET learners. To gather data from these participants, I used qualitative research tools that included: questionnaires; interviews; focus group interviews; group work activities; and observations. My study focussed on the investigation of intrinsic and extrinsic factors that impact ABET success at the Belmont site. The views of the various research participants (the manager; the ABET facilitator and the ABET learners) are presented as either factors that contribute to learner failure at both intrinsic and extrinsic levels or factors that contribute to learner success at either an intrinsic or extrinsic level. 1 Name changed for reasons of confidentiality. From the findings that emerged from the case study of Belmont Publishers, recommendations are made to relevant stakeholders about factors that could potentially enhance ABET learning in South Africa. The study concludes with suggestions of other ABET related issues which could be researched.

This research investigated the educational orientation of teacher educators in colleges of education in Botswana whether pedagogic or andragogic, and how they influence their educational practice. The methods of investigation were, a literature study of belief systems, andragogy and pedagogy as well as the nature of educational orientation, a survey of the educational orientation of teacher educators in Botswana using a structured Educational Orientation Questionnaire (EOQ) adopted from Hadley (Quam, 1998) and a semi-structured group interview to a stratified random sample of student teachers at two of the colleges of education. The results showed that most teacher educators in colleges of education in Botswana had a pedagogical rather than an andragogical orientation. They predominantly use educator-centred rather student-centred teaching methods.
Educational Studies
M Ed. (Didactics)

The study aimed at investigating the role played by ABET programmes in the development of rural black women in the Omusati Region. The study was to determine whether the ABET programmes that are provided in the area are offering relevant education that helps the women of the area in their development. The research findings indicated that the ABET programmes offered are not providing the relevant skills needed to develop the women participants. The programmes that are offered concentrate on literacy and numeracy, and it seem not to be very effective in making a difference to the women's lives. Women needs skills that can help them generate income to improve their living conditions. The study, in summary, established that the programmes offered by the ABET centres would be more effective if skills training is included to uplift and improve the lives of the participants on a social, economical as well as educational level.
Agriculture, Animal Health and Human Ecology
M. Tech. (Human Resource Development)

The major goal of the Bachelor of Adult Education degree is to equip officers with the prerequisite skills, knowledge and attitudes to design and deliver programmed instruction to different categories of learners as well as to equip them with skills to conduct research in the field of adult education practice. The present study undertakes to investigate the reasons for lack of patronage for the adult education degree at Zimbabwe Staff College (ZSC) by exploring the quality of the adult education degree programme in terms of its effectiveness, relevance, value and its ability to enhance the quality of life. An adult education degree programme should reflect the sociocultural realities and experiences of adult learners. Participatory approaches should inform the development and implementation of curriculum. The aim of the study is to inform decisionmaking aimed at programme improvement. Effectiveness entails adequacy and appropriateness of teaching methods and support services. Relevance is ensured by considering the policy framework, curriculum provision, learners‟ needs and non–participation in the programme. Value constitutes the ability to improve the economic, professional, social and political aspects of life. Using the qualitative case study design, seven students and two administrators were selected using purposeful sampling, which is informed by the non-probability theory of sampling, to participate in individual and focus group interviews, which were subsequently conducted and generated data for analysis. Available relevant documents were analysed. The major finding revealed that a lack of recognition of the adult education programme by superiors at ZSC was the major obstacle to participation. Lack of recognition was found to be attributable to the absence of any national lifelong learning policy, ZSC policy framework, institutional structural conditions, and non–participatory curriculum development process and also to other associated barriers. The non-existence of the national and local policies on adult education was found to be negatively affecting not only participation but also the quality of the content provision because a lifelong learning policy framework is supposed to be informing design and practice. Recommendations focus on revision of the policy framework and the way the policies are implemented at national and local levels. A review of the implementation of policy is imperative if the restrictions responsible for the invisibility of adult education in the country and adult education programmes at ZCS are to be removed.
Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)

The research project investigated the basic detective training courses presented in the two training institutions of the Western Cape Province namely Paarl Detective Academy and Philippi In-Service Training Centre. The two courses that were researched were the Detective Learning programme of Paarl and the Introduction to Crime Investigation of Philippi. The focus of the research was on the training techniques used in the facilitation of these programmes. The research was done with interviews of focus groups of learners that were attending the courses. Individual interviews were held with trainers of both the training institutions. Observation was done in the classes at the two training institutions during the facilitation of the courses. Although the training techniques could be more advanced, other aspects were identified that was of a bigger concern for the learners and trainers alike. The recommendations drawn from conclusions of the data obtained may offer some solutions to the identified problems.
Criminology
(M. Tech. (Policing))