Page 196 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
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5; Wohlfarth et al., 2008). This is especially the case with vulnerable
groups of students such as potential ESLers. Since the learner-centred ap-
proach is both needs- and problem-oriented, it can be one of the ways for
achieving that.
One of the first important steps in this process is to empower teach-
ers in andragogical knowledge and learner-centred approaches to learning,
its origins, assumptions, practical implications, methods and advantages it
can bring to the teacher, learner and community. It is a great shift in per-
ceptions of the whole process of teaching and learning and the role of the
teacher in this process. Maybe this is also why the incorporation of these
practices in the mainstream education is a slow process. Riley and Roach
(2006) also point to an important moment in empowering teachers with
this knowledge. They state that if we want teachers to incorporate those
principles into their work, we need to teach them in the same way we want
them to teach. When they themselves are included in planning the learn-
ing process, when their needs and experience are accounted for, when they
experience interactive teaching methods themselves and are accepted in a
supportive learning environment as respected, self-directed and autono-
mous individuals, the incorporation of those practices into their work and
consequently ESL prevention processes can begin.
References
American Psychological Association (1997). Learner-centered psychological
principles: A framework for school reform. Retrieved from https://www.
apa.org/ed/governance/bea/learner-centered.pdf
Benard, B. (1991). Fostering resiliency in kids: Protective factors in the family,
school, and community. Oregon: Western Regional Center for Drug-Free
Schools and Communities.
Brendtro, L. K. (1999). Tools for reclaiming at-risk youth. Keynote presenta-
tion at the 8th Annual Rocky Mountain Regional Conference in Violence
Prevention in Schools and Communities. Denver: Colorado.
Cartor, R. A. (1990). A comparison of andragogy and pedagogy: Assessing the re-
lationship between individual personality differences, learning styles, and
training types. University of Tennessee: Unpublished dissertation.
Cercone, K. (2008). Characteristics of adult learners with implications for on-
line learning design. AACE Journal, 16(2), 137–159.
196
groups of students such as potential ESLers. Since the learner-centred ap-
proach is both needs- and problem-oriented, it can be one of the ways for
achieving that.
One of the first important steps in this process is to empower teach-
ers in andragogical knowledge and learner-centred approaches to learning,
its origins, assumptions, practical implications, methods and advantages it
can bring to the teacher, learner and community. It is a great shift in per-
ceptions of the whole process of teaching and learning and the role of the
teacher in this process. Maybe this is also why the incorporation of these
practices in the mainstream education is a slow process. Riley and Roach
(2006) also point to an important moment in empowering teachers with
this knowledge. They state that if we want teachers to incorporate those
principles into their work, we need to teach them in the same way we want
them to teach. When they themselves are included in planning the learn-
ing process, when their needs and experience are accounted for, when they
experience interactive teaching methods themselves and are accepted in a
supportive learning environment as respected, self-directed and autono-
mous individuals, the incorporation of those practices into their work and
consequently ESL prevention processes can begin.
References
American Psychological Association (1997). Learner-centered psychological
principles: A framework for school reform. Retrieved from https://www.
apa.org/ed/governance/bea/learner-centered.pdf
Benard, B. (1991). Fostering resiliency in kids: Protective factors in the family,
school, and community. Oregon: Western Regional Center for Drug-Free
Schools and Communities.
Brendtro, L. K. (1999). Tools for reclaiming at-risk youth. Keynote presenta-
tion at the 8th Annual Rocky Mountain Regional Conference in Violence
Prevention in Schools and Communities. Denver: Colorado.
Cartor, R. A. (1990). A comparison of andragogy and pedagogy: Assessing the re-
lationship between individual personality differences, learning styles, and
training types. University of Tennessee: Unpublished dissertation.
Cercone, K. (2008). Characteristics of adult learners with implications for on-
line learning design. AACE Journal, 16(2), 137–159.
196
