ENGAGING ADULT LEARNERS Philosophy, Principles and Practices

Explanation: The purpose of this study was to investigate how adult educators apply the Malcolm Knowles six principles to the GED program for corrective education of adult learners. As a participant, you will be asked to answer questions during the interview session on a private tape recording. Confidentiality obligation: A code is assigned to match the answer to the interview question. All information is recorded anonymously. Only researchers know your name, but I will never reveal or decide your answer to someone. All information is saved with maximum confidence

Learn how adult educators apply Andragogy to orthodontic educational environments: case studies Carl Jenkins, Stephens University, Fayetteville, Arkansas

What is an adult learner? Many literature on adult learning suggests that teachers teach differently in adults and adults, and most of the comparison is related to the recognition of teacher learner characteristics. We understand and accept our understanding of our values ​​and our personal philosophy before forming a practical definition of what our adult learners are about our content and purpose It is important. Age is a function often said when explaining adult learners. Most educators believe it is easy to distinguish adult learners from young learners as long as they look differently over the years. But the difference is beyond age and age. Consider a number of possible concepts of adults, such as the definitions of dictionaries and biological, physiological, legal, social, psychological, spiritual, and moral definitions.

An important element of the educator is to understand the personal beliefs when working with adult learners. Zinn (1983) has created an adult education list (PAEI) to help adult educators identify their personal philosophy and provide information about their beliefs. The list is self-managed, self-evaluated, and obvious. 1 Many theorists believe that the classification of academic education is not complete, but we can not agree on a viable alternative. Polson (1993) is asking the following questions. "Does an" adult learner "have a single identifiable entity with one of the best ways to teach, or who has the best learning method? No. Opinions on the composition of adult learners. "Given the nature of people engaged in educational research, the solution is not to find answers, but to keep sharp questions.