Adult Education Critical Issues最新文献

{"title":"Ευρωπαϊκές πολιτικές για την (επαγγελματική) εκπαίδευση και κατάρτιση στο ελληνικό συγκείμενο","authors":"Ανδρέας Βασιλόπουλος","doi":"10.12681/haea.34865","DOIUrl":"https://doi.org/10.12681/haea.34865","url":null,"abstract":"Το συγκεκριμένο άρθρο αναζητά τον σύγχρονο ρόλο και τους στόχους που εξυπηρετεί η μεταφορά των ευρωπαϊκών πολιτικών ΔΒΜ για την (επαγγελματική) εκπαίδευση και κατάρτιση στην Ελλάδα. Τελικά, αυτό που διαφαίνεται είναι πως, στο ελληνικό συγκείμενο, δεν γνωρίζουμε το αποτύπωμά της μεταφοράς των ευρωπαϊκών πολιτικών ΔΒΜ για την απασχόληση και την οικονομία ενώ, αντίστοιχα, διαφαίνεται πως έχουν οξυνθεί οι κοινωνικές ανισότητες ως προς την πρόσβαση και τη συμμετοχή στην (επαγγελματική) εκπαίδευση και κατάρτιση στη χώρα μας και, τελικά, επαναδιαμορφώνεται η σχέση μεταξύ κοινωνικής και εκπαιδευτικής πολιτικής.","PeriodicalId":267363,"journal":{"name":"Adult Education Critical Issues","volume":" 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139621652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial Note","authors":"Thanassis Karalis, Katerina Kedraka","doi":"10.12681/haea.36528","DOIUrl":"https://doi.org/10.12681/haea.36528","url":null,"abstract":"","PeriodicalId":267363,"journal":{"name":"Adult Education Critical Issues","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139529622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Refining Adult Learners’ Discursive Capacities: A Response to the Current Epistemological Crisis through the Lens of Transformation Theory","authors":"Katerina Virvidaki","doi":"10.12681/haea.35198","DOIUrl":"https://doi.org/10.12681/haea.35198","url":null,"abstract":"The following article begins with the observation that both public discourses, as well as dialogue between adult learners within certain educational contexts, is frequently confined to competitive and strongly assertive claims, a characteristic which significantly diminishes the epistemological potential of the dialogical act. Drawing on the description of the current ‘epistemological crisis’ by Hoggan and Hoggan – Kloubert (2021), the article first attempts to show how this crisis is reflected in the understanding of the dialogical act among particular groups of adult learners. The article then tries to explore ways through which this understanding can be enriched and transformed into a more complex and multidimensional process. The central orientation of such a transition, is elaborated through the lens of Jack Mezirow’s Transformation Theory (1991, 2000), thus growing out of an examination, as well as an effort to transform, the epistemological ‘habits of mind’ which characterize the learners’ distorted perception of the dialogical act. The discussion of the learners’ epistemological habits of mind, is followed by the attempt to set up a framework of discursive activities, which help learners actualize the above transformation, specifically to the way they articulate questions of value (that is, their value priorities and value assumptions). The suggested activities are geared towards cultivating the learners’ awareness of evaluative and conceptual ‘complexity’, with the ultimate aim of allowing this awareness to strengthen their epistemic and discursive agency. The gradual cultivation of this agency is demonstrated through a range of practical examples, which are analysed in terms of their transformative, philosophical, and ethical dimensions. The learners’ renewed understanding of the dialogical act, is finally related to their capacity to activate their ‘reflective judgment’ (see also Kant, 1790 / 1987 in Hoggan and Hoggan – Kloubert, 2021).","PeriodicalId":267363,"journal":{"name":"Adult Education Critical Issues","volume":" 99","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139621283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Communication as a prerequisite for forming online learning communities: a case study","authors":"Eleni Giannakopoulou","doi":"10.12681/haea.35806","DOIUrl":"https://doi.org/10.12681/haea.35806","url":null,"abstract":"Many researchers and educators have emphasized the importance of forming and developing online learning communities. Moreover, the leading role that the forms and the contents of communication between learners have in the creation and functioning of these communities is stressed. In this paper we present and comment on s, the findings of a research project that studied the aforementioned communication issues between students of undergraduate and postgraduate courses, at the Hellenic Open University. The analysis of the empirical data of this research, shows that the role of communication in the educational activities in which the subjects of our research were involved is extremely weak and consequently the formation of online learning communities is rudimentary.","PeriodicalId":267363,"journal":{"name":"Adult Education Critical Issues","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139620974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Midwives as Adult Educators: An investigation of midwives’ perceptions about the educational dimension of their profession","authors":"Ira Papageorgiou, Eleni Kostourou","doi":"10.12681/haea.35019","DOIUrl":"https://doi.org/10.12681/haea.35019","url":null,"abstract":"This article deals with the educational dimension of Midwifery, as manifested in the context of perinatal education programmes in Greece. Despite the internationally recognized value of childbirth education in reducing perinatal mortality and morbidity, and despite the rich activity of midwives in terms of perinatal education, their role as adult educators has received limited scientific attention and support. The purpose of this study is to investigate whether and to what extent midwives teaching in perinatal programmes perceive their role as educators, as well as whether and in what way they are prepared for this role. It also investigates whether and what form of training midwives receive to their role in perinatal education. The study followed the specifications of qualitative design and data was collected through in-depth semi-structured interviews with twelve (12) midwives - trainers in perinatal education, as well as with eight (8) women and men who have participated in childbirth classes in Greece. The findings highlight the need to further support midwives in their educational role and to enhance their educational practice by integrating the principles of Adult Education. ","PeriodicalId":267363,"journal":{"name":"Adult Education Critical Issues","volume":" 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139622143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Employment and occupational prospects and Lifelong Learning in Greece","authors":"Anna Tsiboukli, A. Efstratoglou","doi":"10.12681/haea.35747","DOIUrl":"https://doi.org/10.12681/haea.35747","url":null,"abstract":"The present paper addresses employment and occupational prospects in Greece, in the period 2011-2022, highlighting the dynamic, stagnant and declining occupations and it also  addresses employment and occupational prospects in the near future (2022-2030). The role that Lifelong Learning  can play in an environment of abrupt changes is also discussed. The study reveals that in the period 2011-2022, the total employment rates in Greece increased by 1.0%, with the creation of 43,002 new jobs. A large number of jobs was created for general and keyboard clerks, health professionals and information and communication technology professionals but on the other hand, a large number of jobs were destructed. Therefore, the employment and occupational prospects in Greece in the near future require further attention. The estimates presented in this paper concern the time period 2022-2030, in a two-digit occupation code and they are derived from the application of the Oxford model (Oxford Global Economic Model - GEM), which is managed by NKUA, in the framework of its eLearning program. In this time period, according to relevant estimates, the total employment rates in Greece are expected to decrease by 3.4%, with a loss of 143,998 jobs in total. This negative development, that is expected to take place in an environment of increased production (estimates of the Oxford model), indicate a paradox that is  a period of economic growth which is not followed by the creation of new jobs (jobless growth). In light of this evidence, employment and occupational prospects and Lifelong learning are interlinked and often considered a favored topic for researchers, practitioners, policy makers and politicians. As occupations, dynamic, stagnant or declining, include certain tasks and skills, their evolution (and mainly in the dynamic ones) provide the necessary information areas in which long term strategy of Lifelong Learning should target. However, there seems to be a distance between policy, strategy and action. The paper suggests a more careful mapping of the job market, the lifelong learning programmes and the trainees’ prospective profiles. It also addresses the need to focus on those who rarely participate in lifelong learning programmes and are considered to also be the dropout rates from formal educational processes.","PeriodicalId":267363,"journal":{"name":"Adult Education Critical Issues","volume":" 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139622501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What was ultimately J. Mezirow's perception of the role of emotions in Transformation Theory?","authors":"Maria Karakou, Thanassis Karalis","doi":"10.12681/haea.35880","DOIUrl":"https://doi.org/10.12681/haea.35880","url":null,"abstract":"This article attempts to contribute -with bibliographic data- to the constructive dialogue that continues to evolve around the emotional dimension of learning, within the framework of Transformation Theory (TT). It presents the findings of a literature review - as part of a doctoral thesis - regarding the significance that Mezirow himself attaches to the role of emotion in a transformative process. The research was conducted using the content analysis technique of primary sources, namely the texts of J. Mezirow. \u0000The research findings indicated that Mezirow linked emotion to the key elements of his framework: the object of transformation, the means, the phases of the process, the taking of action and the role of the adult educator. These constitute the \"strong\" points of the emotional dimension of his theory. On the other hand, points were identified that Mezirow chose to touch upon only superficially or not to analyze further, such as a more detailed examination of the relationship between the emotion of critical reflection in each phase of the process, the recognition and utilization of positive emotions, and proposals for specific techniques for the emergence and management of emotions in practice. \u0000Ultimately, the research highlighted that Mezirow, despite any omissions, managed to synthesize a comprehensive theory with a relative balance of rational and emotional elements. In his effort to keep the boundaries of adult education distinct from psychotherapy, he didn't go any deeper into issues in which he had not delved, leaving them open to more specialized theorists in the field.","PeriodicalId":267363,"journal":{"name":"Adult Education Critical Issues","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139622994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Εφαρμογή και αποτίμηση της μεθόδου «Μετασχηματίζουσα Μάθηση μέσα από την Αισθητική Εμπειρία» στην Πρωτοβάθμια Εκπαίδευση","authors":"Μαρία Χρήστου","doi":"10.12681/haea.31840","DOIUrl":"https://doi.org/10.12681/haea.31840","url":null,"abstract":"Σκοπός του παρόντος άρθρου είναι η παρουσίαση της έρευνας που εκπονήθηκε από την υπογράφουσα με θέμα τον τρόπο εφαρμογής της μεθόδου «Μετασχηματίζουσα Μάθηση μέσα από την Αισθητική Εμπειρία», σε ομάδα μόνιμων εκπαιδευτικών Πρωτοβάθμιας Εκπαίδευσης δημοσίων σχολείων της Αθήνας και του Πειραιά, αφού είχε προηγηθεί επιμόρφωσή τους στη συγκεκριμένη μέθοδο. Στόχοι της έρευνας ήταν οι εξής: α) η διερεύνηση της δυνατότητας αποτελεσματικής εφαρμογής όλων των σταδίων της μεθόδου από τους εκπαιδευτικούς, ώστε να επιτυγχάνεται ο μετασχηματισμός των στερεοτυπικών απόψεων των μαθητών, και β) η διερεύνηση του κατά πόσο η επιμόρφωση των εκπαιδευτικών συντελεί στην αποτελεσματική εφαρμογή της μεθόδου σε πραγματικές συνθήκες διδασκαλίας. Αρχικά παρουσιάζεται συνοπτικά το θεωρητικό πλαίσιο της έρευνας, το οποίο εστιάζει σε πέντε βασικούς τομείς: Στη Θεωρία Μετασχηματισμού και τη Δομο-αναπτυξιακή προσέγγιση της μετασχηματίζουσας μάθησης, στην επιμόρφωση των εκπαιδευτικών Πρωτοβάθμιας Εκπαίδευσης, στη θέση που κατέχει η Μετασχηματίζουσα Μάθηση στην Πρωτοβάθμια Εκπαίδευση, στη δυνατότητα αξιοποίησης της Τέχνης ως μέσο ανάπτυξης μετασχηματίζουσας μάθησης και στην ίδια τη μέθοδο «Μετασχηματίζουσα Μάθηση μέσα από την Αισθητική Εμπειρία». Σχετικά με τη μεθοδολογία της έρευνας που ακολουθήθηκε, λαμβάνοντας υπόψη τον στόχο της έρευνας, η έρευνα-δράση κρίθηκε ως πλέον κατάλληλη και αποτελεσματική. Ακολουθεί παρουσίαση της μεθόδου της έρευνας, των ευρημάτων και των αποτελεσμάτων της έρευνας, συζήτηση και προτάσεις. Επισημαίνεται ότι το παρόν κείμενο αποτελεί συνοπτική παρουσίαση της διδακτορικής διατριβής «Αποτίμηση της εφαρμογής της μεθόδου «Μετασχηματίζουσα Μάθηση μέσα από την Αισθητική Εμπειρία» στην Πρωτοβάθμια Εκπαίδευση», η οποία εκπονήθηκε από τη συγγραφέα στο Ελληνικό Ανοικτό Πανεπιστήμιο την περίοδο 2016–2020. Σε όλο το κείμενο χρησιμοποιείται ένα γένος, χάριν οικονομίας του λόγου, χωρίς αυτό να παραπέμπει σε οποιαδήποτε διάκριση με βάση το φύλο.","PeriodicalId":267363,"journal":{"name":"Adult Education Critical Issues","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128570162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers as Adult Learners: Their need to Transform","authors":"M. Papathanasiou","doi":"10.12681/haea.32495","DOIUrl":"https://doi.org/10.12681/haea.32495","url":null,"abstract":"In today's school, it is no longer the abundance of knowledge that matters, but the methods of acquiring it, the cultivation of skills, and the preparation of students to become active citizens and not just observers. The rapidly changing social environment and lately the Pandemic, have further elevated the role of education by introducing, if not \"mandating\", lifelong learning for the overwhelmed teachers. Considering the importance and criticality of the school's mission, the importance of the teacher's duties and the challenge in the implementation of their work can easily be seen. In this article, we will briefly explore three of the most basic theories of adult education and significant aspects of constructivism, whose tenets also undergird, teachers’ continuous and imperative need of adults’ lifelong learning. The theories discussed are the Andragogy of Knowles, Freire’s educational Social Change, and Mezirow’s Transformation Theory, as a resource for deepening our understanding of the critical matters affecting the need for new ways for teachers to approach their learning and teaching.","PeriodicalId":267363,"journal":{"name":"Adult Education Critical Issues","volume":"153 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131610766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial Note","authors":"Κατερίνα Κεδράκα, Θανάσης Καραλής","doi":"10.12681/haea.34818","DOIUrl":"https://doi.org/10.12681/haea.34818","url":null,"abstract":"","PeriodicalId":267363,"journal":{"name":"Adult Education Critical Issues","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131567322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}