The adult learning theory – andragogy

Veiga-Branco, Augusta

Publication

The adult learning theory – andragogy

2018Book part

dc.contributor.author	Veiga-Branco, Augusta
dc.date.accessioned	2019-04-04T13:37:53Z
dc.date.available	2019-04-04T13:37:53Z
dc.date.issued	2018
dc.description.abstract	The universe of gogy is composed of 3 distinct concepts regarding target populations, their methodologies, and, in particular, learning strategies. Thus, Pedagogy refers to the formation and learning in childhood, the Gerontogogy that concerns the formation of the elderly, or caregivers of the elderly, and Andragogy. Andragogy or adult learning theory, it is presumed that adults have specific learning requirements, suggesting that the best learning environments are the ones that are collaborative and utilize a problem-based approach. This concept, firstly mentioned by Alexander Kapp (1833) and recovered by Malcolm Knowles (1913 – 1997), means adult education, thus andragogy refers to any form of adult learning (Kearsley, 2010), and Knowles (1984) added to this kind of ―gogia‖, what we usually call by the 5 andragogic assumptions. 1. Self-Concept - As a person matures his/her self-concept moves from one of being a dependent personality toward one of being a self-directed human being. 2. Adult Learner Experience - As a person matures he/she accumulates a growing reservoir of experience that becomes an increasing resource for learning. 3. Readiness to Learn - As a person matures his/her readiness to learn becomes oriented increasingly to the developmental tasks of his/her social roles. 4. Orientation to Learning - As a person matures his/her time perspective changes from one of postponed application of knowledge to immediacy of application. As a result his/her orientation toward learning shifts from one of subject-centeredness to one of problem centeredness. 5. Intrinsecal or Autotelic Motivation to Learn - As a person matures the motivation to learn is internal (Knowles, 1984:12).	pt_PT
dc.description.version	info:eu-repo/semantics/publishedVersion	pt_PT
dc.identifier.citation	Veiga-Branco, Augusta (2018). The adult learning theory – andragogy. In Psycho-educational and socialintervention program for parents. Roménia: Lumen. p. 7-17. ISBN 978-973-166-508-5	pt_PT
dc.identifier.isbn	978-973-166-508-5
dc.identifier.uri	http://hdl.handle.net/10198/19207
dc.language.iso	eng	pt_PT
dc.peerreviewed	yes	pt_PT
dc.relation	ERASMUS + Program 2016-1-RO01-KA204-024504KA2 Cooperation for Innovation and the Exchange of Good Practices Strategic Partnerships for adult education Development and Innovation	pt_PT
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	pt_PT
dc.subject	The adult learning	pt_PT
dc.subject	Theory – andragogy	pt_PT
dc.title	The adult learning theory – andragogy	pt_PT
dc.type	book part
dspace.entity.type	Publication
oaire.citation.conferencePlace	Roménia	pt_PT
oaire.citation.endPage	17	pt_PT
oaire.citation.startPage	7	pt_PT
oaire.citation.title	Psycho-educational and socialintervention program for parents	pt_PT
person.familyName	Veiga-Branco
person.givenName	Augusta
person.identifier.orcid	0000-0002-7963-2291
rcaap.rights	openAccess	pt_PT
rcaap.type	bookPart	pt_PT
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