Page 195 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 195
andragogical knowledge and skills for teachers in mainstream education ...
Even though the learner-centred approach still needs development
and empirical support, based on the available study results we can see that
it addresses different obstacles that prevent ESLers from insisting in the
learning processes: ESLers’ beliefs that school is irrelevant to their lives,
low motivation for learning and engagement in the learning processes, feel-
ings of disconnectedness, social isolation, and feelings of personal incom-
petence and irrelevance in the learning process (Benard, 1991; Frostad, Pijl,
& Mjaavatn, 2014; Schargel & Smink, 2004). As such, the learner-centred
approach could be a powerful tool for preventing ESL when already imple-
mented in mainstream education in early stages.
Conclusion
Andragogy is a learner-centred approach to learning and teaching where
learners are treated as autonomous, self-directed, internally motivated,
problem-solving-oriented and pragmatically-oriented individuals who
have a need to be respected and accepted for their knowledge and experi-
ence. As such, it reflects the theoretical concepts of experiential learning,
the concepts of self-directed learning and transformative learning theo-
ry. Deriving from those concepts, the learner-centred approach to learning
and educating in mainstream education takes into the consideration the in-
dividual’s needs, inspirations, motives, conditions and abilities. It is inclu-
sive and supports autonomy, competence and relatedness, concepts that are
crucial to the individual’s motivation for learning and participation (Ryan
& Deci, 2000). Some authors (Brendtro, 1999; McCombs, 2001; Wheatley,
1999) point out that given the rising levels of youth crime, disruptive school
behaviour and early drop out, schools no longer have the luxury of ignor-
ing the personal needs of students. At the core of these youth issues lies
feelings of alienation, disconnectedness, spiritual crisis, and a search for
the purpose and meaning of life. Without corresponding to their learn-
ing needs, we are in danger of continuing to ignore students’ calls for help
when they report they feel disconnected from each other, think school is
irrelevant, or drop out mentally or physically from the learning environ-
ment. Therefore, what is needed is a learning and teaching approach that
reconnects youth, teachers and schools, motivates them for learning, ac-
knowledges their learning needs and actively involves them in the learning
process. Studies show that implementing andragogic principles in educa-
tion results in higher motivation of students, grades, a sense of belonging to
school and connectedness (e.g. Steckol, 2007; Weimer, 2002; Wells & Jones,
195
Even though the learner-centred approach still needs development
and empirical support, based on the available study results we can see that
it addresses different obstacles that prevent ESLers from insisting in the
learning processes: ESLers’ beliefs that school is irrelevant to their lives,
low motivation for learning and engagement in the learning processes, feel-
ings of disconnectedness, social isolation, and feelings of personal incom-
petence and irrelevance in the learning process (Benard, 1991; Frostad, Pijl,
& Mjaavatn, 2014; Schargel & Smink, 2004). As such, the learner-centred
approach could be a powerful tool for preventing ESL when already imple-
mented in mainstream education in early stages.
Conclusion
Andragogy is a learner-centred approach to learning and teaching where
learners are treated as autonomous, self-directed, internally motivated,
problem-solving-oriented and pragmatically-oriented individuals who
have a need to be respected and accepted for their knowledge and experi-
ence. As such, it reflects the theoretical concepts of experiential learning,
the concepts of self-directed learning and transformative learning theo-
ry. Deriving from those concepts, the learner-centred approach to learning
and educating in mainstream education takes into the consideration the in-
dividual’s needs, inspirations, motives, conditions and abilities. It is inclu-
sive and supports autonomy, competence and relatedness, concepts that are
crucial to the individual’s motivation for learning and participation (Ryan
& Deci, 2000). Some authors (Brendtro, 1999; McCombs, 2001; Wheatley,
1999) point out that given the rising levels of youth crime, disruptive school
behaviour and early drop out, schools no longer have the luxury of ignor-
ing the personal needs of students. At the core of these youth issues lies
feelings of alienation, disconnectedness, spiritual crisis, and a search for
the purpose and meaning of life. Without corresponding to their learn-
ing needs, we are in danger of continuing to ignore students’ calls for help
when they report they feel disconnected from each other, think school is
irrelevant, or drop out mentally or physically from the learning environ-
ment. Therefore, what is needed is a learning and teaching approach that
reconnects youth, teachers and schools, motivates them for learning, ac-
knowledges their learning needs and actively involves them in the learning
process. Studies show that implementing andragogic principles in educa-
tion results in higher motivation of students, grades, a sense of belonging to
school and connectedness (e.g. Steckol, 2007; Weimer, 2002; Wells & Jones,
195
