Journal articles: 'Pedagogy and Andragogy'

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Bennadi, Darshana. "Pedagogy to andragogy." International Journal of Medical Research & Health Sciences 3, no. 1 (2014): 171. http://dx.doi.org/10.5958/j.2319-5886.3.1.033.

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Setyawan, Cahya Edi. "Pendekatan Andragogi dalam Pembelajaran Bahasa Arab." al Mahāra: Jurnal Pendidikan Bahasa Arab 3, no. 2 (December 22, 2017): 317–34. http://dx.doi.org/10.14421/almahara.2017.032-07.

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The term Andragogy does not seem so familiar to educators and teachers. Educators and teachers are more familiar with the term Pedagogy, because the term is used in education. If it refers to the meaning of the term Pedagogy is the education of children, while Andragogy is an adult education. Andragogy began to be known today by educational activists, this is because the emergence of the problem of education at this time is the number of adults who started learning material that the material should have been learned in childhood. The problem is how to adapt the educational methods used to adult-like adults. In learning Arabic there is a problem when adults begin to study the material that should be the same as madrasah tsanawiyah or aliyah. Teachers should treat like adults in the learning process, therefore adults as students should be treated appropriately. Teachers are no longer the main actors or as learning centers but teachers are only facilitators and students become learning centers. The learning process focuses on providing assistance to the participants to understand what is the focus of attention and problems. Arabic learning using Andragogi approach focuses on aspects of student self-concept in learning objectives, previous learning experiences about Arabic, readiness to learn new Arabic material with new environmental conditions, and orientation or ideals towards learning Arabic. Arabic learning model using Andragogi approach include the method of humanistic, constructiveness, and problem solving.

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Schapiro, Steven A. "From Andragogy to Collaborative Critical Pedagogy." Journal of Transformative Education 1, no. 2 (April 2003): 150–66. http://dx.doi.org/10.1177/1541344603001002008.

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Sridevy, S. "Andragogy versus Pedagogy in Nursing Education." Indian Journal of Surgical Nursing 5, no. 2 (2016): 47–49. http://dx.doi.org/10.21088/ijsn.2277.467x.5216.3.

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Syafri, Ulil Amri, Rahendra Maya, and Amie Primarni. "Implikasi konsep heutagogi dalam pendidikan Islam kontemporer." Ta'dibuna: Jurnal Pendidikan Islam 10, no. 1 (March 5, 2021): 45. http://dx.doi.org/10.32832/tadibuna.v10i1.4249.

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This article aims philosophically-conceptually to identify the educational implications of the concept of heutagogy in contemporary Islamic education, especially in the era of 4.0 which demands learning and acquiring knowledges and skills effectively and efficiently so that learners have adaptive and innovative advantages. As a continuum that does not stand alone with the concepts of pedagogy and andragogy, especially as a continuation of andragogy; the concept of heutagogy which is in line with the concept of Islamic education is a model of independent learning or learning by/for himself as a learner. This research is a qualitative research with descriptive method. Based on the results of the discussion of the educational implications of heutagogy in contemporary Islamic education, including the determination of spirit (’uluww al-himmah) in learning (thalab al-’ilm), lifelong learning (al-ta’allum madâ al-hayâh), educational awareness, and integration of heutagogy into the concept of pedagogy-andragogy. AbstrakArtikel ini bertujuan secara filosofis-konsepsional untuk mengidentifikasi implikasi edukatif dari konsep heutagogi dalam pendidikan Islam kontemporer, khususnya di era 4.0 yang menuntut pembelajaran serta pemerolehan ilmu pengetahuan dan keterampilan secara efektif dan efisien agar pembelajarnya memiliki keunggulan yang adaptif dan inovatif. Sebagai suatu kontinum yang tidak berdiri sendiri dengan konsep pedagogi dan andragogi, terutama sebagai kelanjutan dari andragogi; konsep heutagogi yang selaras dengan konsep pendidikan Islam merupakan model pembelajaran mandiri atau pembelajaran oleh/untuk diri sendiri seorang pembelajar. Penelitian ini merupakan penelitian kualitatif dengan metode deskriptif. Berdasarkan hasil pembahasan implikasi edukatif heutagogi yang dalam pendidikan Islam kontemporer meliputi tekad baja (’uluww al-himmah) dalam belajar (thalab al-’ilm), belajar sepanjang hidup (life long learning, al-ta’allum madâ al-hayâh), kesadaran pendidikan, dan integrasi heutagogi ke dalam konsep pedagogi-andragogi.

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Abeni, El-Amin. "Andragogy: A Theory in Practice in Higher Education." Journal of Research in Higher Education 4, no. 2 (December 19, 2020): 54–69. http://dx.doi.org/10.24193/jrhe.2020.2.4.

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Adult learning principles develop through an analysis and synthesis of adult education, andragogy, teaching, and learning in higher education. This research investigates foundational assumptions relevant to the field of adult education with a focus on andragogy in higher education. Characteristics of adult learners and principles of adult learning in higher education bear focus through the lens of andragogy. As such, andragogy as the preferred learning style of adults, andragogy vs. pedagogy, and cognitive learning develop relational significance to adult learners in higher education. As a result, the implications of linking learning styles and reflections of andragogy as a learning style are considered.

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Makovec, Danijela. "Käpplinger idr. - Cultures of program planning in adult education. Concepts, Research Results and Archives." Andragoška spoznanja 24, no. 2 (July 17, 2018): 121–22. http://dx.doi.org/10.4312/as.24.2.121-122.

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Načrtovanje in oblikovanje izobraževalnih programov za odrasle je ena od jedrnih dejavnosti andragoga. Dobro pripravljeni izobraževalni programi so rezultat mnogih profesionalnih kompetenc, ki se mrežno povezujejo in interaktivno uresničujejo. Kljub temu pa imamo razmeroma malo raziskav s področja načrtovanja izobraževalnih programov za odrasle, zato je delo Cultures of Program Planning in Adult Education zelo dobrodošlo tako za razvoj teorije kot za premislek obstoječe prakse. Izšlo je v zbirki Studies in pedagogy, andragogy and gerontagogy lansko leto.

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Ozuah, Philip O. "First, There Was Pedagogy And Then Came Andragogy." Einstein Journal of Biology and Medicine 21, no. 2 (March 2, 2016): 83. http://dx.doi.org/10.23861/ejbm20052190.

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The assertion that first, there was pedagogy and then came andragogy, is simultaneously true and misleading. What is pedagogy? What is andragogy? Which preceded the other? And what, if anything, does any of this have to do with medical education? In this article, we will explore the answers to these questions, review the historical bases for the pedagogical and andragogical paradigms, and discuss learning theories and their relevancy to teaching and learning in medicine.

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Yonge, George D. "Andragogy and Pedagogy: Two Ways of Accompaniment." Adult Education Quarterly 35, no. 3 (September 1985): 160–67. http://dx.doi.org/10.1177/0001848185035003005.

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Y, Uday. "PEDAGOGY, ANDRAGOGY AND HEUTAGOGY - CONTINUUM AND COMPARISON." International Journal of Advanced Research 7, no. 8 (August 31, 2019): 1229–34. http://dx.doi.org/10.21474/ijar01/9614.

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Berg, Dan, H. S. Mani, Yorgos (George) Marinakis, Robert Tierney, and Steven Walsh. "An introduction to Management of Technology pedagogy (andragogy)." Technological Forecasting and Social Change 100 (November 2015): 1–4. http://dx.doi.org/10.1016/j.techfore.2015.08.002.

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Rozkovcová, Andrea. "Normative Education in Educational Science (Pedagogy) and Andragogy." e-Pedagogium 14, no. 3 (June 1, 2014): 92–103. http://dx.doi.org/10.5507/epd.2014.032.

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Barabash, O. "MODERNITY AND EDUCATION IN TERMS OF PEDAGOGY AND ANDRAGOGY." Pedagogy of the formation of a creative person in higher and secondary schools 1, no. 68 (2020): 208–11. http://dx.doi.org/10.32840/1992-5786.2020.68-1.42.

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Noor, Norah Md, Jamalludin Harun, and Baharuddin Aris. "Andragogy and Pedagogy Learning Model Preference among Undergraduate Students." Procedia - Social and Behavioral Sciences 56 (October 2012): 673–78. http://dx.doi.org/10.1016/j.sbspro.2012.09.702.

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Coakley, Carolyn Gwynn, and Andrew D. Wolvin. "Listening Pedagogy and Andragogy: The State of the Art." International Listening Association. Journal 4, no. 1 (January 1990): 33–59. http://dx.doi.org/10.1207/s1932586xijl0401_4.

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Mohring, Popie Marinou. "Andragogy and pedagogy: A comment on their erroneous usage." Human Resource Development Quarterly 1, no. 1 (1990): 93–96. http://dx.doi.org/10.1002/hrdq.3920010111.

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Muduli, Ashutosh, Vinita Kaura, and Ali Quazi. "Pedagogy or andragogy? Views of Indian postgraduate business students." IIMB Management Review 30, no. 2 (June 2018): 168–78. http://dx.doi.org/10.1016/j.iimb.2018.01.008.

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Keefe, Dennis. "Andragogy in the Appalachians." International Journal of Adult Vocational Education and Technology 6, no. 3 (July 2015): 16–30. http://dx.doi.org/10.4018/ijavet.2015070102.

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In the field of adult education, one of the better known concepts is that of the Six Assumptions of Malcolm Knowles. These assumptions, according to Knowles, divide the world of pedagogy, defined as the art and science of teaching children, from that of andragogy, conceived as the art and science of helping adults learn. In the realm of education for older learners, myriad schools and programs dot the educational landscape, but one particularly unorthodox institution of adult education, the Highlander Folk School, led by activist educator Myles Horton, stands out for its teaching roles in the Union Labor Movement of the 1930s and 1940s, and the Civil Rights Movement of the 1950s and 1960s. This paper looks at Myles Horton of the Highlander Folk School, his background, education and preparation for establishing his lifelong dream of using alternative education among the “common uncommon people” for learning how to solve social and economic justice problems, and this paper then focuses on the extent to which the philosophy and teaching actions of Horton correspond to the Six Assumption Framework of andragogy as delineated by Malcolm Knowles.

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Aleinikov, Andrei G. "Creative Pedagogy: 30 Years and Counting (In Foreign Language Education and Beyond)." International Journal of Education 12, no. 1 (March 25, 2020): 127. http://dx.doi.org/10.5296/ije.v12i1.16979.

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This paper provides a brief overview of Creative Pedagogy as an educational trend, which was introduced over 30 years ago, in 1989, and has spread extensively around the world since that time. It also demonstrates Creative Pedagogy’s application to Foreign Language Education (FLED) and other subjects. Originally, just as creative thinking is opposed to critical thinking, Creative Pedagogy was opposed to Critical Pedagogy, but it was defined as a formula of invention—absolutely obligatory in patent description in technology and the first time in the history of education—and this made it opposed to all other types of pedagogies.. With the advent of Sozidonics, the science of creativity, where creativity was given a scientific definition, Creative Pedagogy became the only trend in education that is technologically-defined and scientifically-based. When united with Creative Andragogy, it became Creagogy—a generic science of creative education.

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Bagaskara, Roy. "REORIENTATION OF ANDRAGOGY THEORY IN THE LEARNING PROCESS." JURNAL PENDIDIKAN ROKANIA 4, no. 3 (November 2, 2019): 315. http://dx.doi.org/10.37728/jpr.v4i3.241.

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The purpose of writing this article is to reintroduce the concept of adult learning (andragogy). Because basically learning adults with children is different. It is said by adults, when physically, biologically, and psychologically mature. The method of writing this article uses the literature study method. Knowles explained that andragogy is an art of teaching for adults. According to Knowles there are four main assumptions that distinguish between andragogy and pedagogy, namely: self-concept, experience, readiness for learning, and orientation towards learning activities. The application into the learning process is to create a pleasant learning atmosphere, pleasant physical environment. Identification of the needs of learning citizens is identified together between learning citizens and tutors so that it can be known the real situation. Fourth, learning experiences are arranged together between learning citizens and tutors so that they will feel ownership of the material to be delivered. Keywords: Reorientation, Learning, Andragogy

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Davydova, Nadezhda. "Andragogy in the context of teaching Lean management." MATEC Web of Conferences 311 (2020): 01001. http://dx.doi.org/10.1051/matecconf/202031101001.

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The article discusses the major issues of teaching lean management for adolts and provides the rational to transfer from pedagogy model to andragogy model of teaching. The model of lean personality is desigoed. The educational principles in lean production are also analyzed The article submits the forms of the lean education with the focus on Process Enterprise as the most important.

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Tymchuk, Liudmyla, Nadiia Grytsyk, Vasyl Yahupov, Yaroslav Syvokhop, Tetiana Hrinchenko, and Valentyna Svystun. "Andragogy: Theory and Practice of Adult Education Development in Ukraine." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (July 2, 2021): 185–205. http://dx.doi.org/10.18662/rrem/13.2/417.

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At this point, there are no systematic studies on the problems of adult education as a field of scientific and theoretical elaboration and its transformation in andragogy in Ukraine. The article aims to conduct a holistic and systematic analysis of establishing and developing andragogy as a theory and practice of adult education in Ukraine between the late 19th century - the 20th century to use the positive historical experience in modern andragogy. The article justifies the periodization of andragogy development in Ukraine (the 1850s-1917 - the emergence of theory and practice of adult learning in the context of developing adult education as a form of social and educational movement and out-of-school education; 1918-1940 - the establishment of scientific principles of adult learning in the system of illiteracy elimination and political education; the 1950s-1980s - the scientific elaboration of andragogical problems in the light of the Soviet concept of adult pedagogy; the 1990s - the early 21st century - the development of andragogy as a science, academic subject, social practice). The periodization of andragogy development in Ukraine has made it possible to identify the system-forming processes in adult education at the level of structural and organizational forms. A historiographical analysis of the problem under study shows that Ukrainian scholars pay much attention to adult education as a socio-cultural phenomenon with deep historical traditions and heritage. Despite the growing interest of scholars in this particular problem, the term “andragogy” is not commonly used in the context of their research. At the same time, almost all authors are interested in the theory and practice of adult learning.

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Sharifi, Maryam, Hassan Soleimani, and Manoochehr Jafarigohar. "E-portfolio evaluation and vocabulary learning: Moving from pedagogy to andragogy." British Journal of Educational Technology 48, no. 6 (June 21, 2016): 1441–50. http://dx.doi.org/10.1111/bjet.12479.

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Darbyshire, Philip. "In defence of pedagogy: A critique of the notion of andragogy." Nurse Education Today 13, no. 5 (October 1993): 328–35. http://dx.doi.org/10.1016/0260-6917(93)90072-a.

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Muzaqi, Moh. "PENERAPAN KOMPETENSI PEDAGOGIS TENAGA PENDIDIK PAUD PADA PENCAPAIAN PERKEMBANGAN BAHASA DAN MATEMATIKA ANAK USIA DINI." JIV 3, no. 2 (December 31, 2008): 131–43. http://dx.doi.org/10.21009/jiv.0302.3.

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Some of the teachers’ competencies required in early childhood education are the competencies in pedagogy and andragogy. These competencies deal with teachers’ skill in understanding children’s development, preparing lesson plan, and using the right method and materials suitable to the children’s characteristics. This research was conducted to discover how the teachers using pedagogy competency in language and mathematics in early childhood education. The result of this research was based on parents’ evaluation and observation on their children’s development as they have learned language and mathematics in the early childhood education program.

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Zalay, Szabolcs. "The Use of the Drama Pedagogical Method in the Training of Cultural Project Managers." Acta Technologica Dubnicae 1, no. 2 (December 1, 2011): 37–45. http://dx.doi.org/10.1515/atd-2015-0044.

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AbstractThe universities are traditionally elitist bulwarks. How do they counter this image? I would like to present a special andragogy strategy which I apply in university level education, in the Cultural Project Managers´ training against poverty and social exclusion in the Institute of Cultural Studies at the University of Pécs. I demonstrate the application of drama pedagogy method in the course of the training. We have more and more experience concerning the fact that the Hungarian “drama pedagogy school”, that became stronger in recent decades, has introduced and developed effective methodological frameworks to realize constructive pedagogy able to create more efficient pedagogical situations than the traditional education methods. This means that today´s Hungarian drama pedagogy possesses the qualities which enable to answer many of the challenges mentioned above.

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Davidson, Jennifer W. "Beyond trigger warnings: Toward a trauma-informed andragogy for the graduate theological classroom." Review & Expositor 117, no. 2 (May 2020): 243–56. http://dx.doi.org/10.1177/0034637320926447.

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Although development of trauma-informed pedagogy for elementary and secondary classrooms has developed significantly, a dearth of resources for trauma-informed andragogy in graduate theological classrooms remains. Theological classrooms are a unique context in which many students and professors carry experiences of trauma with them. This article makes the case for the need for a trauma-informed andragogical model for the graduate theological classroom by: discussing the pervasiveness of trauma; providing definitions of key terms that need to be understood for elaborating a trauma-informed andragogy; recommending trauma-informed principles for course design and class-session planning based in safety, trust, choice, collaboration, and empowerment; and identifying a few next steps for cultivating trauma-informed classrooms and institutions at the graduate level.

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Azmi, Minatul, and Fitri Pangestu Noer Anggrainy. "The Andragogical Approach for Teaching English Speaking Skill for College Students." Journal of Applied Science, Engineering, Technology, and Education 2, no. 2 (June 7, 2020): 136–40. http://dx.doi.org/10.35877/454ri.asci2264.

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It has been known that most the college students face problems in communicating in English, especially in non-English-speaking country. The main cause is the teacher failed in choosing the appropriate approach for students. Further, it is necessary to choose a proper approach for college students for teaching speaking skills. From a philosophical point of view, there are two sorts of teaching approaches. These are the andragogy and pedagogy approaches. Andragogy is used for adult learners, and pedagogy is used for young learners. Seen from their age, students at colleges are positively categorized into adult students. Therefore, this paper aims to investigate the implementation of andragogical approach for teaching speaking skills in the intensive English program of Maulana Malik Ibrahim State Islamic University of Malang. This is qualitative descriptive research that the data collection method is an interview. The result revealed that most the teachers in intensive English program in Maulana Malik Ibrahim State Islamic University of Malang have been applied andragogical approach for teaching speaking skill. Hence, the researcher concludes that andragogical approach is the appropriate approach for the adult learner, especially in teaching speaking skills.

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Pew, Stephen. "Andragogy and Pedagogy as Foundational Theory for Student Motivation in Higher Education." InSight: A Journal of Scholarly Teaching 2 (August 1, 2007): 14–25. http://dx.doi.org/10.46504/02200701pe.

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Parkinson, Tim J., and Alison M. St. George. "Are the Concepts of Andragogy and Pedagogy Relevant to Veterinary Undergraduate Teaching?" Journal of Veterinary Medical Education 30, no. 3 (September 2003): 247–53. http://dx.doi.org/10.3138/jvme.30.3.247.

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Hermann-Shores, Patricia. "Enabling Pedagogy and Andragogy for 21st-Century Sign Language Users and Learners." American Annals of the Deaf 162, no. 4 (2017): 360–64. http://dx.doi.org/10.1353/aad.2017.0033.

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Hanafi, Muhammad Hafiz. "Vision of Teaching in Ensuring Continuity of Clinical Teaching in Medical Training Post COVID-19 and Beyond." Education in Medicine Journal 13, no. 1 (March 31, 2021): 93–96. http://dx.doi.org/10.21315/eimj2021.13.1.9.

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This article briefly addresses some teaching and learning approaches for medical and postgraduate medical training in Malaysia. The teaching approaches primarily used in clinical process include pedagogy, andragogy, heutagogy, peeragogy and cybergogy. The higher the standard of education, the more sophisticated the approach used for learning. Combining and assimilating the different strategies is the only way to meet optimal training objectives in a post-COVID-19 era.

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Muzaqi, Moh, Dwi Sudarmanto, Widya Ayu P, and Yuni Ekawati. "ANALISIS KOMPETENSI TUTOR PENDIDIKAN KESETARAAN PROGRAM PAKET B DI PROVINSI JAWA TIMUR." JIV 3, no. 1 (June 30, 2008): 5–10. http://dx.doi.org/10.21009/jiv.0301.1.

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As an educator in non-formal education, a tutor is demanded to have knowledge and competence that are suitable with his or her function and duty. This research is conducted to find out the competence of Package B tutors in doing a learning process in equivalency education. The research using assessment done by tutor, manager, and Package B students indicates that functional, social, personal, pedagogy and andragogy competence of tutors is in good category.

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Jones, Colin, Kathryn Penaluna, and Andy Penaluna. "The promise of andragogy, heutagogy and academagogy to enterprise and entrepreneurship education pedagogy." Education + Training 61, no. 9 (October 3, 2019): 1170–86. http://dx.doi.org/10.1108/et-10-2018-0211.

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Purpose The purpose of this paper is to address the recent development of heutagogy in the domain of enterprise and entrepreneurship education (EE). Responding to recent thinking within our domain of education, this paper discusses the origins of heutagogy, its adoption within enterprise and EE and offers suggestions as to the further development of such thinking in this domain. Design/methodology/approach This conceptual paper revisits the original thinking that developed the process of heutagogy, or self-determined learning. Revisiting the conceptual foundations of heutagogy, comparing it to andragogy and to the idea of academagogy enables the process of academagogical process knowledge (APK) to be outlined. Through this process, the authors argue it is possible to envisage the real potential value of heutagogy to enterprise and EE. Findings In advocating for the development of APK, the authors highlight the importance of six specific knowledge bases; knowledge of self, knowledge of entrepreneurship theories, knowledge of transformational learning approaches, knowledge of authentic assessment processes, knowledge of student engagement and knowledge of how to scholarly lead. The authors argue that the development of scholarship of teaching and learning for enterprise and EE can be advanced through these six knowledge bases. Practical implications There are important implications that arise for all enterprise and entrepreneurship educators in the discussions presented here, especially if we consider entrepreneurial approaches within disciplines and interests that anchor the studies, as opposed to more generic approaches found in entrepreneurship courses. Most importantly, that heutagogy must be evaluated alongside the blended contributions of pedagogy, andragogy and academagogy. Originality/value This paper advances the readers’ understanding of the potential role of heutagogy in enterprise and EE. In doing so, differing opinions related to the use of heutagogy in the domain have been addressed, and a developmental pathway outlined.

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Martin, Drew, and Arch G. Woodside. "Moving beyond pedagogy to andragogy: experimental learning exercises for tourism/hospitality executive training." International Journal of Culture, Tourism and Hospitality Research 3, no. 4 (October 9, 2009): 283–86. http://dx.doi.org/10.1108/17506180910994497.

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Yonge, George D. "A Critique of the Concepts of Pedagogy and Andragogy: Moving beyond Malcolm Knowles." Hospitality & Tourism Educator 4, no. 1 (November 1991): 71–73. http://dx.doi.org/10.1080/23298758.1991.10685441.

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Hägg, Gustav, and Agnieszka Kurczewska. "Guiding the student entrepreneur – Considering the emergent adult within the pedagogy–andragogy continuum in entrepreneurship education." Education + Training 62, no. 7/8 (August 10, 2020): 759–77. http://dx.doi.org/10.1108/et-03-2020-0069.

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PurposeThe purpose of the paper is to build on current discussions about the need for and role of guidance in learning and teaching, as well as to theoretically develop its specifics to further advance our scholarly understanding of how to structure and enhance entrepreneurship education.Design/methodology/approachThe paper takes a synthesizing conceptual approach, built on developmental psychology, instructional science, expertise research as well as the pedagogy–andragogy discussion and the role of guidance in contemporary entrepreneurship education research. In addition, a new term, odigogy, is developed.FindingsOdigogy, from the Greek word odigós (to guide), addresses how to navigate student entrepreneurs in higher education. The term seeks to correspond both to the specifics of entrepreneurship as a subject and the characteristics of students in the classroom who are in a transitional phase between adolescence and adulthood.Practical implicationsThe paper contributes to current entrepreneurship education discussions by offering a more balanced terminology positioned between how to teach (pedagogy) and how adults learn (andragogy). The paper provides insights for teachers when developing teaching methods and learning activities in higher education.Originality/valueBy introducing the term odigogy the paper seeks to contribute an enhanced understanding of the entrepreneurial learning process in higher education, which does not match pedagogical assumptions on how to teach children or adolescents, nor andragogical assumptions on how adults learn, or how to engage students in self-directed learning as presented in heutagogy.

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Knox, PhD, Claire Connolly, Christopher T. Emrich, PhD, GISP, and Brittani Haupt, PhD. "Advancing emergency management higher education: Importance of cultural competence scholarship." Journal of Emergency Management 17, no. 2 (March 1, 2019): 111. http://dx.doi.org/10.5055/jem.2019.0403.

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The evolving demographics, needs, and demands of society requires managers to be culturally competent in all phases of emergency management, especially when responding to disasters. A culturally incompetent manager and/or organization can increase a hazard's impact on often already vulnerable communities. Are cultural competencies lacking in emergency management education? Are these competencies as important as other highly regarded emergency management competencies? What are effective pedagogy and andragogy to create, implement, and evaluate cultural competency in emergency management higher education? As scholars work to advance the emergency management discipline, there is an increasing need for scholarship of teaching and learning research, especially regarding cultural competency. This article reviews the existing literature, as well as pedagogy from related disciplines, to identify gaps and provide recommendations for future research.

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Arifin, Zainal, Muhammad Nurtanto, Warju Warju, Rabiman Rabiman, and Nur Kholifah. "The TAWOCK conceptual model at content knowledge for professional teaching in vocational education." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (September 1, 2020): 697. http://dx.doi.org/10.11591/ijere.v9i3.20561.

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Now days, the integration of technology in the concept of learning is the trend in global education. The conceptual framework model is a general reference, and the only concept is Technology, Pedagogy, and Content Knowledge (TPACK). However, vocational education has knowledge of specific content, so adjusting conceptual models in professional learning is important to learn and offer. The purpose of this study is to evaluate the concept of TPACK into the concept of vocational education to improve the professionalism of vocational teachers in content knowledge. The author discusses the knowledge structure of vocational fields that are built based on work, content, technology, and the suitability of the learning approach. Based on the results of the article found a new construction in building knowledge in the field of vocational education with special expertise characteristics and shifting pedagogical concepts towards andragogy in learning concept. The results of the analysis recommend the TPACK concept transformed into the Technology, Andragogy, Work, and Content Knowledge (TAWOCK) concept in vocational learning.

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Pavlov, Ivan. "Present and Perspectives of the Adult Education Theory in the System of Andragogical Sciences." Lifelong Learning 5, no. 1 (2015): 8–28. http://dx.doi.org/10.11118/lifele201505018.

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The adult education theory belongs to the fundamental theoretical disciplines of andragogy and the development of its fundamental assumptions is an important prerequisite for the development of andragogy. The current level of its terminology and system apparatus in comparison to other disciplines of andragogy currently does not fully enable to develop primarily practical-application functions, and thus leaves its potential unfulfilled. Building of an education theory on interdisciplinary, multidisciplinary and trans-disciplinary principles is now legitimate and allows the use of research results of other sciences (philosophy, anthropology, pedagogy, sociology, psychology, ethics, cultural studies, etc.). The adult education theory cannot be built only as a theory for theory (normative aspect), but it should develop its own exploratory, explanatory and analytical potential for the needs of support of self-development of an adult. It envisages the creation of a scientifically justified system of adult education and self-education as a theory providing sufficiently developed and socially applicable model of andragogical action. Prospects of the adult education theory are combined with the need to define and understand the basic terms (education and self-education of adults), their relations in the system of science, explanation of subject and functions (normative and practical, through the development of basic and applied research and creation of the curriculum components (objectives, principles, contents, education process and others).

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YOSHIMOTO, KEIICHI, YUKI INENAGA, and HIROSHI YAMADA. "Pedagogy and Andragogy in Higher Education ? A Comparison between Germany, the UK and Japan." European Journal of Education 42, no. 1 (March 2007): 75–98. http://dx.doi.org/10.1111/j.1465-3435.2007.00289.x.

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Landry-Meyer, Laura, Su Yun Bae, John Zibbel, Susan Peet, and Deborah G. Wooldridge. "Transformative Learning." International Journal of Adult Vocational Education and Technology 10, no. 4 (October 2019): 1–15. http://dx.doi.org/10.4018/ijavet.2019100101.

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The aim of this article is to connect transformative learning theory with the practice of teaching in higher education. Connecting theory to effective active learning pedagogy is good practice in teaching adults, andragogy. Using transformative learning theory as a guide, this article describes the historical evolution of transformative learning theory and describes specific application in higher education using Chickering and Gamson's principles of undergraduate education. The discussion of teaching and learning examples from face-to-face, online, service-learning, and short-term study abroad contexts provide the reader with concrete applications.

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CHERKASHYNA, Liudmyla, and Tatiana VORONA. "PRACTICE OF ACTIVITIES OF HIGHER EDUCATION INSTITUTIONS AND SCIENTIFIC INSTITUTIONS FOR TRAINING SPECIALISTS FOR WORK IN THE FIELD OF ADULT EDUCATION." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2020): 19–25. http://dx.doi.org/10.31651/2524-2660-2020-2-19-25.

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ntroduction. The problem of lifelong learn-ing is not only the impact of scientific and technological revolution and globalization processes that significantly affect the socio-economic development of the world, but also the need for qualified personnel capable of lifelong learning, because investing in human capital brings the greatest and most profitable effect. not only to man but also to the economy as a whole. This question poses a new challenge to society – the urgent need for teaching staff to work with adults. As it turned out, free economic zones are not quite ready to train specialists for the sys-tem of non-formal and informal education.Analysis of publications.In the works of domestic sci-entists (O. Anishchenko, S. Arkhipova, O. Banit, O.Bodyk,L. Vashchenko, N. Demyanenko, O. Dubasenyuk, S. Iz-bash, L. Lukyanova, N. Nychkalo, O Samodumska, M. Skrypnyk, T. Sorochan, L. Tymchuk, T. Shanskova, etc.) the problem of andragogy training in Ukraine was raised.Purpose. Summarize the scientific and practical achievements of scientists in the training of andragogues in the field of adult education. Results. The data of the results of cooperation of Ukrainian and German scientists on the development of the project "On the way to the introduction of the scientific field" Adult education and postgraduate education in Ukraine "are presented. The author's project of the qualifi-cation characteristic of the profession (position) "Andra-gogue", developed by O. Anishchenko, is analyzed. Atten-tion is paid to the factors influencing the change of para-digms in education, as well as the change of the tradi-tional model of learning to andragogy. The conceptual bases of development of adult education, the leading factors influencing adult education are considered; exist-ing models of andragogy training: competence, cognitive, human-centered, communicative, reflexive; author's course "Practical andragogy", developed and implemented by M. Skrypnyk. Information on the activities of the Center for Adult Education of Tavriya National University named after VI Vernadsky. The scientific and practical activity of the Ivan Zyazyun IPOD of the National Academy of Peda-gogical Sciences of Ukraine is covered. Statistical data on the training of masters in the specialty 011 Educational, Pedagogical Sciences at Chernivtsi National University. Yu. Fedkovych, NPU named after M.P. Drahomanov and SHEI "Donbas State Pedagogical University" with speciali-zations "Adult Education", "Andragogy", "Fundamentals of Andragogy". The proposals of the Free Economic Zone to start training andragogues are highlighted. Attention is paid to the preparation of masters at SHEI "Donbass State Pedagogical University" in the specialty 011 Educational, pedagogical sciences. The important achievements of educators in developing a standard of higher education in Ukraine are indicated: the second (master's) level, field of knowledge 01 Education / Pedagogy, specialty 011 Edu-cational, pedagogical sciences. Conclusion. Thus, in the analyzed scientific works, the authors unanimously point out that there is an urgent need for specialists in adult education. We agree with the statements of the scientists of the National Academy of Pedagogical Sciences of Ukraine about the lack of monitor-ing between the existing inquiries of consumers and the proposals of institutions for the provision of educational services. We see that it is education that should be advanced in order to be able to predict the needs of mankind in the new specialists and prepare them in advance. It should be noted that teachers of public and private free economic zones must have a higher pedagogical education or the qualification of a teacher of a higher educational institution, an andragogue

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Mansfield, Katherine Cumings, and Jaime Stacy. "Preparing Practitioners to Conduct Educational Research and Evaluation: What the Research Says and What Our Experiences Taught Us." Journal of Research on Leadership Education 12, no. 3 (September 26, 2016): 302–34. http://dx.doi.org/10.1177/1942775116668524.

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The purpose of this article is to share the insights gleaned from the literature and our on-the-ground realities teaching practitioners to conduct educational research and evaluation. We focus on four areas we have found most important for teaching practitioner-scholars: (a) giving careful attention to andragogy versus pedagogy, (b) engaging the potency that team teaching affords, (c) addressing challenges associated with the practitioner-scholar model, and (d) building on the strengths of the cohort model. We share the challenges and possibilities of each strategy and close by offering recommendations for the educational leadership field in moving forward.

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Sharma, Neha, Alka Bansal, Smita Jain, Lokendra Sharma, Charu Jain, and Moksh Madaan. "Students' perception regarding pedagogy, andragogy, and heutagogy as teaching–learning methods in undergraduate medical education." Journal of Education and Health Promotion 9, no. 1 (2020): 301. http://dx.doi.org/10.4103/jehp.jehp_221_20.

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Hägg, Gustav, and Agnieszka Kurczewska. "Who Is the Student Entrepreneur? Understanding the Emergent Adult through the Pedagogy and Andragogy Interplay." Journal of Small Business Management 57, sup1 (July 1, 2019): 130–47. http://dx.doi.org/10.1111/jsbm.12496.

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Jeanes, Emma. "A meeting of mind(sets). Integrating the pedagogy and andragogy of mindsets for leadership development." Thinking Skills and Creativity 39 (March 2021): 100758. http://dx.doi.org/10.1016/j.tsc.2020.100758.

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Wang, Victor X., and Geraldine Torrisi-Steele. "Confucian and Western Teaching and Learning." International Journal of Adult Vocational Education and Technology 6, no. 1 (January 2015): 52–64. http://dx.doi.org/10.4018/ijavet.2015010104.

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The authors of this article consider Western teaching and learning alongside Confucian teaching and learning through reviewing the literature. The paper emphasizes that we must teach lower order thinking skills first before we teach higher order thinking skills, and confirms that rote learning and memorization precede critical thinking and creativity. It further confirms Brookfield's theory that cultural differences put a strain on the beautifully, well-reasoned theory of andragogy, which has brought a revolution to adult education and training in North America. Educational implications for instructors in North America who are involved in helping learners from the Confucian culture are such that these instructors should consider incorporating pedagogy into their everyday classroom practice. Andragogy alone may frustrate learners from the Confucian culture. Likewise, Western instructors who wish to practice andragogy in the Confucian culture may find that their practice may be limited by the aforementioned factors. The purpose of this paper is two-fold: Firstly, to contribute to a culturally sensitive discussion of teaching and learning and raise awareness that teaching and learning practices and beliefs are culturally embedded; Secondly, to draw attention to the complementary nature of what initially may appear to be two disparate approaches to teaching and learning. By comparing Western and Confucian teaching and learning perspectives, and reviewing pertinent literature, the authors seek to highlight some important ideas about teaching and learning that should be promoted to achieve the best learning outcomes on the part of all learners placed in this global economy and competition.

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Mavrak, Mirjana, Stjepana Komšić, and Emina Kapetanović. "Učenje odraslih i strategije suočavanja sa stresom: Andragoška upotreba BASIC Ph modela." Obrazovanje odraslih/Adult Education, no. 2 2019 (2020): 55–86. http://dx.doi.org/10.53617/issn2744-2047.2019.19.2.55.

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Adult learning and phenomena of stress and trauma are not often connected within scientific entities or integrated into practical teaching. However, adult education theory and multidimensional model of coping - BASIC Ph - have a mutual subject: work with humans. During the process of learning and teaching adults gain insights and self-insights, which often lead to behavioral change and BASIC Ph insists exactly on the fact that humans can learn about coping strategies and therefore can support self-development. Based on comprehensive study on quality of communication with chronically ill children, their families, schools and medical staff, two dissertations and postgraduate pedagogy studies, with different research tasks, have applied the same theoretical concept and brought valuable insights on practical use of BASIC Ph in work with ill children. Thus this paper interprets the results of all three studies from the perspective of adult education and aims to demonstrate the utilization of BASIC Ph model in adult learning and teaching.

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Deineha, Iryna, Larysa Hromozdova, and Valeriia Kovach. "Realities of practical andragogy in the condition of the COVID-19 pandemic: migration pedagogy in Ukraine." ScienceRise: Pedagogical Education, no. 5 (38) (September 30, 2020): 4–10. http://dx.doi.org/10.15587/2519-4984.2020.212892.

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Journal articles on the topic 'Pedagogy and Andragogy'

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