An investigation into paradigm shifts to be made by adult educators from learnt to new practices.
Date
2009-09-09T05:39:43Z
Authors
Pressler, Ruth
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Abstract
South African educators are required to follow an outcomes-based approach to
teaching and facilitation. The main difficulty many adult educators encounter is in
being able to match theory to practice. Whereas most facilitators appear to
understand the theory behind Outcomes-Based Education and Training, they
have difficulty in actually changing their practice.
In this research I have used small-scale qualitative methodology and random
sampling techniques in order to investigate the cause of this disparity. I have
used a multi-method strategy to collect data –including observation of course
participants, questionnaires and detailed interviews.
The summary of the results is that changes are unlikely until adult educators on
short courses are able to achieve the aim of engaging in transformative learning
and critical thinking. This would include building reflection into courses and
providing frequent refresher courses as well the opportunity for facilitators to
meet as part of support or interest groups.