Three “Gogies”: Pedagogy, Andragogy, Heutagogy

Glassner, Amnon; Back, Shlomo

doi:10.1007/978-981-15-4144-5_5

Cited by 7 publications

(4 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Yetişkin öğrenenler program süresince öğrendikleri pedagoji alanıyla ilgili bilgilerin yakın gelecekteki ebeveynlik yaşamlarında yararlı olacağını veya ebeveynlik rollerine katkı sağlayacağını belirtmişlerdir. Araştırmada bilişsel ilgi teması altında "pedagojiye ilgi duymak" olarak kodlanan bu yanıtlar, yetişkinlerin öğrenme yönelimlerinin yaşam merkezli olduğunu ifade eden Knowles'ı (2009) ve onun öğrenme etkinliklerinin, grup olarak katılımcıların, gerçek ihtiyaçlarına ve ilgi alanlarına dayanması gerektiği önermesini desteklemektedir (Glassner ve Back, 2020).…”

Section: Bulgular Yetişkin öğRenenlerin Pedagojik Formasyon Eğitimi Sertifika Programına Katılma Nedenleriunclassified

Pedagoji̇k Formasyon Eği̇ti̇mi̇ Serti̇fi̇ka Programi: Genç Yeti̇şki̇nleri̇n Katilma Nedenleri̇ Ve Programdan Beklenti̇leri̇

Tezcan

2021

The Journal of Social Science

View full text Add to dashboard Cite

Adults participate in many formal learning activities throughout their life. Certificate Program on Pedagogical Formation (CPPF), one of the formal learning activities participated by adults, is an adult education program that aims to provide the professional skills, necessary for the teaching profession. The purpose of this research is to determine the views of adult learners about their participation in CPPF, which is an adult education program. This study was conducted with the phenomenological design, one of the qualitative research designs. In the research, semi-structured interview form was used as data collection tool. The interview form, which was developed in line with the purpose of the research and consisted of two parts, was applied to adult learners. Descriptive and content analysis methods were used in the analysis of the research data. The study group of the research was determined by the typical case sampling technique, one of the purposeful sampling methods, and consisted of 69 adult learners participating in the program. External expectations, professional advancement and educational preparation factors were determinant in the participation of adult learners in the program. While educational preparation and professional advancement were the first two rows of adult learners' expectations from the program, cognitive interest, external expectations and improving communication skills were among other expectations. Research findings reveal that many reasons are determinant in the participation and expectations of young adults to participate in CPPF, an adult education program. Planning and executing the CPPF according to adult learning principles and the expectations of adult learners will contribute to the goals of the program as well as create a positive learning environment for adults.

show abstract

Section: Bulgular Yetişkin öğRenenlerin Pedagojik Formasyon Eğitimi Sertifika Programına Katılma Nedenleriunclassified

Pedagoji̇k Formasyon Eği̇ti̇mi̇ Serti̇fi̇ka Programi: Genç Yeti̇şki̇nleri̇n Katilma Nedenleri̇ Ve Programdan Beklenti̇leri̇

Tezcan

2021

The Journal of Social Science

View full text Add to dashboard Cite

show abstract

“…Pedagogy-andragogy-heutagogy continuum states that andragogy and heutagogy are a progression of pedagogy [7], [12]. Mixing these approaches is also possible in classroom practices [10], [13], [14].…”

Section: Introductionmentioning

confidence: 99%

Structural Model of Pedagogy-Andragogy-Heutagogy Continuum on Pedagogical Competencies of Indonesian Vocational High School Teacher

Amiruddin¹,

Baharuddin²,

Setialaksana³

et al. 2023

Proceedings of the 5th International Conference on Vocational Education and Technology, IConVET 2022, 6 October 2022, Singaraja

View full text Add to dashboard Cite

Teachers should promote self-regulated learning so the students can be long-life learners. One way to promote self-regulated learning is by interplaying pedagogy, andragogy, and heutagogy and encouraging teacher pedagogical competencies. Current research aims to investigate the relationship between pedagogy, andragogy and heutagogy praxis with teachers' pedagogical competencies. The response of 393 teachers was modeled using the structural equation model with the partial least square method (PLS-SEM). The measurement models indicate that the instruments used are valid and reliable. The structural model shows an interplaying among pedagogy, andragogy and heutagogy approaches in Indonesia. These approaches may also promote the pedagogical competencies of Indonesian Vocational High School teachers. Further research may include additional variables as mediator variables.

show abstract

“…Andragogy is derived from the Greek word "man" and has been described by Knowles as the science and art of helping adults learn (Jarvis, 1990). While establishing a learning model for adults, Knowles, in his early work, adopted the idea that the andragogical model is the antithesis of the pedagogical model and discussed the andragogical approach based on pedagogy (Glassner & Back, 2020;Knowles, 1996).…”

Section: Introductionmentioning

confidence: 99%

Andragogy or Pedagogy: Views of Young Adults on the Learning Environment

Tezcan¹

2022

IES

View full text Add to dashboard Cite

Adults participate in many formal learning activities throughout their lives. The aim of this study is to determine the views of adult learners who participated the Certificate Program for Pedagogical Formation (CPPF), which is a formal adult education program. This study was conducted with the phenomenological design, a qualitative research design. The data required for the research were collected with a data collection tool developed by the researcher. In the study, the participants expressed the positive aspects of the program, in a decreasing order of frequency as, obtaining professional knowledge, faculty members, learning new things, the contribution of the program to personal life and gaining perspective. On the other hand, the participants negatively evaluated the intensive course and exam schedule, the duration of the program, the intensive and verbal content, and the length of the course hours. While the participants evaluated learning new things and gaining perspective as an achievement of the program, they expressed their dissatisfaction with the planning of the program and the learning environment related to it. In light of the findings of the study, it is recommended for policy makers to plan similar programs according to the learning characteristics of adults and make arrangements in this direction. It is also recommended for educators to consider andragogical principles in the learning environment in adult education programs such as certificate programs.

show abstract

Three “Gogies”: Pedagogy, Andragogy, Heutagogy

Cited by 7 publications

References 7 publications

Pedagoji̇k Formasyon Eği̇ti̇mi̇ Serti̇fi̇ka Programi: Genç Yeti̇şki̇nleri̇n Katilma Nedenleri̇ Ve Programdan Beklenti̇leri̇

Pedagoji̇k Formasyon Eği̇ti̇mi̇ Serti̇fi̇ka Programi: Genç Yeti̇şki̇nleri̇n Katilma Nedenleri̇ Ve Programdan Beklenti̇leri̇

Structural Model of Pedagogy-Andragogy-Heutagogy Continuum on Pedagogical Competencies of Indonesian Vocational High School Teacher

Andragogy or Pedagogy: Views of Young Adults on the Learning Environment

Contact Info

Product

Resources

About