Halk Eğitimi Merkezi Eğitimcilerinin Sorunlarının İncelenmesi (original) (raw)
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Consent in the definition of adult education is only apparent and circumscribed. Substantial differences survive, fueled by various national ideologies, cultures and policies. The plurality of angles determines a multiplicity of research approaches. Transformative research is the typical model of adult education research and is analysed in its core components. Its peculiarity is the property of ensuring immediate production not only of knowledge, but of change processes. This property has favoured proliferation especially outside the academic community of education sciences. The process was guided by the users of the research, i.e. by those who have roles and resources that enable them to orientate the research in response to personal and organisational needs. This phenomenon necessarily produces a process of social construction of the meaning and the methodological content of the research. This expansion urges the development of a transformative research that also attributes to the...
Yetişkinlerle Çalışan Eğitimcilerin Andragojik Bilgi Düzeyi
Bartın üniversitesi eğitim fakültesi dergisi, 2018
Purpose of this study is to measure the level of knowledge of the adult educators working in public education centers. Almost all of the educators participated to this study had pedagogical formation training and they continue to work in the adult education field with this training. Data of this study is obtained through a Likert scale, from 592 educators working in public education centers in 11 different provinces across Turkey. The scale which was constructed by the author is composed of statements of andragogical knowledge and behaviour. Data collected through the scale is analysed on the basis of frequency and arithmetic mean values. At the end of the study it is seen that, adult educators have a general knowledge of the adult education, but they fail to implement this knowledge. It is found out that, educators tend to maintain their formal educational habits, that they have a low awareness about the effects of learners' self-concept on education, that they are conscious of the fact that adult experiences are important, but they experience uncertainty on how to share these experiences in educational environments. It is concluded that the pedagogical attitude of establishing the authority through teacher is maintained. It is discovered that educators are not fully aware of the reasons of leaving the education that are due to the educators' attitudes.