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Reflections on adult learning
Theoretical framework for adult learning
The importance of reflection on teaching and learning
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Recommended: Reflections on adult learning
Introduction
The thesis of Stephen D. Brookfield’s book, Becoming a Critically Reflective Teacher, is that teachers usually have specific assumptions about what effective teaching really means and what it entails. In this regard, teachers embark on imparting knowledge and new skills to their students based on what they assume to be the best approaches as appertains to effective teaching. Additionally, Brookfield (1995, p. 9) goes on to propose that these teachers never really pose to examine the nature of these assumptions, which essentially guide the way they intuitively instruct their students. Some of these assumptions might be well-meaning but they might not necessarily translate to effective teaching. This is especially the case where the students being taught are either specialized or prone to holding their own opinions regarding the effectiveness of their teacher, which then affect the way they respond to a specific teacher’s lessons.
Establishing Effectiveness through Brookfield’s Four Lenses
In his book, Brookfield postulates that teachers must take on the task of critically evaluating their teaching practices, which must in turn take the form of critical reflections. In this regard, teachers must look at their teaching practices and philosophies through four lenses:
1. As teachers and learners: this establishes the assumptions that teachers have while teaching and instructing their students
2. The students’ eyes: this lens establishes just how congruous the teacher’s assumptions about effective learning correspond with those of the students in his or her class.
3. Colleagues’ perceptions: this lens allows the teacher to get the opinions of his or her colleagues with regard to teaching practices and other matters of ped...
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...validity. Similarly, he postulates four methods through which a teacher can critically check these assumptions to see whether or not they are valid in the form of four lenses: as teachers and learners, students’ eyes, colleagues’ perceptions, and relevant theoretical frameworks. These lenses are especially applicable in adult learning since teachers must also develop effectiveness on the backdrop of salient assumptions. Once a teacher decides to take up as specific method of adult learning, then he or she must be willing to critically evaluate the results to determine whether or not that was the right choice.
References
Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.
Merriam, S.B., Caffarella, R.S., & Baumgartner, L.M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass.
I can help my teachers be professional learners by using observation and evaluation processes, like those found in Danielson’s model, to promote self-assessment, reflection on practices, and professional conversations with them. The Framework can help me have honest, reflective conversations with the teachers about their instruction and I can use it as a guide to help all involved in professional development decisions. In other words, I can use such teacher evaluation models to promote active engagement and encourage professional growth in all
Merriam, S.B., Caffarella, R.S. &Baumgartner (2007) Learning in Adulthood: A comprehensive guide, san Francisco, CA:Jossey-Bass
As professionals, pedagogues are encouraged constantly to reflect on their practice and to apply both theoretical understandings and self-knowledge to the sometimes challenging demands with which they are
The ability to reflect critically on one’s experience, integrate knowledge gained from experience with knowledge possessed, and take action on insights is considered by some adult educators to be a distinguishing feature of the adult learner (Brookfield 1998; Ecclestone 1996; Mezirow 1991). Critical reflection is the process by which adults identify the assumptions governing their actions, locate the historical and cultural origins of the assumptions, question the meaning of the assumptions, and develop alternative ways of acting (Cranton 1996). Brookfield (1995) adds that part of the critical reflective process is to challenge the prevailing social, political, cultural, or professional ways of acting. Through the process of critical reflection, adults come to interpret and create new knowledge and actions from their ordinary and sometimes extraordinary experiences. Critical reflection blends learning through experience with theoretical and technical learning to form new knowledge constructions and new behaviors or insights.
According to Paul (1999), reflective practice has become a dominant paradigm in second language teacher education in recent years. Further, Biggs (2003) cited that learning new technique for teacing is like the fish that provides a meal for today which same as reflective practice that acts as the net that provides the meal for the rest of one’s life. To begin with, reflective practice has been a major movement since the eighties in teacher education (Calderhead, 1989; Cruickshank &Applegate, 1981; Gore, 1987; Zeichner, 1987). Even more, research acknowledges a number of potential benefits that arise from reflecting on ones’ teaching both for pre-service and in-service teachers (Bailey, 1997; Cruickshank, 1987; Mckay, 2002; Oterman and Kottamp,
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The adult learning process is much more than the systematic acquisition and storage of information. It is also making sense of our lives, transforming not just what we learn but the way we learn and it is absorbing, imagining, intuiting and learning informally with others.
Revised and updated as needed. Cambridge: The Adult Education Company. Merriam, S. B. & Co., Inc. a. The adage of the adage of the adage of the adage of the Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory.
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