Wednesday, February 6, 2013

Andragogy Vs. Pedagogy

This paper will summarize the difference between andragogy and statement. The present is that the assumptions behind pedagogy, which in the original Greek means sister conductor, do not always fit the needs of the bad assimilator. Andragogy, derived from the Greek word for heavy(p) or man, provides a repair forge for the growing number of nontraditional students enrolled in some universities.
Andragogy is characterized by a problem/project orientation; the workout of experienced-based techniques; the facilitation of self-motivation to encourage nurture; and, in general, the pivotal role of the learner in acquiring new knowledge or skills Marshak (1983, p. 81). Marshak discusses coalesce situations in which both teaching models are used, right skilfuly or wrongfully, and goes on to cite examples of nontraditional college programs which must conform to university requirements with see to examinations, grading and the like... (p. 81). This approach may violate the pure andragogical model because external evaluations may be imposed and some learning may be dictated, resulting in a case of unmet adult learner needs.
Malcolm Knowles (1977) developed the paradigm of andragogy as we know it straight off (see Table 1). Knowles work is described as pivotal in terms of a shift in the educational paradigm.

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Knowles delimitate andragogy as the artistic production and science of helping adults learn (1980, rascal 43), and claimed that there were four critical andragogical assumptions of adult learners which differ from the assumptions of pedagogy (Knowles, 1977).
Pedagogy is the more of learning as a teacher. The art of teaching and instructional methods, pedagogy focuses a child-centered learning. More self-opinionated than the Andragogy, pedagogy is also called Critical Pedagogy when it involves students which are already adults. Like Andragogy, Pedagogy is problem-centered and focuses on details pertaining to the students; background, experience, environment and situation.
Summary:
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