In this text, the principles of andragogy will be introduced, focusing on the teaching and learning process for adults. We will explore how autonomy, prior experience, and problem-solving orientation impact adult education, supported by practical examples of their implementation.
Andragogy, as a pedagogical approach, is underpinned by various key principles. Drawing from my extensive professional experience, I have identified that adult learning is driven by five fundamental principles:
I. Acquisition: The "sucres" technique has shown that students are more inclined to self-motivate and challenge themselves in their learning journey.
II. Support and Structure: Study materials and the instructor serve as guiding elements to facilitate the student's learning process.
III. Autonomy: Fostering practical and intellectual independence, gradually reducing the need for direct teacher intervention as the course progresses.
IV. Experience: Building on existing knowledge and hands-on practice, students accumulate experience and naturally apply their acquired skills.
V. Application: The practical application of acquired knowledge is integral to the learning process, as it tests and solidifies the newly developed competencies. Various phases are discernible within the instructional process, each intrinsically essential and interconnected, not only with each other but also intimately linked to both learning and teaching methodologies.
Andragogy, as a pedagogical approach, is underpinned by various key principles. Drawing from my extensive professional experience, I have identified that adult learning is driven by five fundamental principles:
I. Acquisition: The "sucres" technique has shown that students are more inclined to self-motivate and challenge themselves in their learning journey.
II. Support and Structure: Study materials and the instructor serve as guiding elements to facilitate the student's learning process.
III. Autonomy: Fostering practical and intellectual independence, gradually reducing the need for direct teacher intervention as the course progresses.
IV. Experience: Building on existing knowledge and hands-on practice, students accumulate experience and naturally apply their acquired skills.
V. Application: The practical application of acquired knowledge is integral to the learning process, as it tests and solidifies the newly developed competencies. Various phases are discernible within the instructional process, each intrinsically essential and interconnected, not only with each other but also intimately linked to both learning and teaching methodologies.