South African teachers’ experiences of continuous professional teacher development: Connections and disconnections

In this article we present the findings of an investigation on how primary school teachers at 3 independent primary schools in Johannesburg experienced continuous professional teacher development (CPTD). There is a wealth of literature available on planning, organising and implementing effective CPTD. Such literature also highlights the importance of applying adult learning principles in CPTD contexts in order to promote teachers’ learning and development and in turn contributing to a positive effect on learning in the classroom. Exploring the value and usefulness of adult learning principles in CPTD can enhance primary school teachers’ learning opportunities to update their knowledge and skills. Effective CPTD is important in South Africa as there is an urgent need to improve literacy and numeracy levels across primary education levels. Using qualitative data, we explore teachers’ perspectives on how they learn and develop effectively, and what hinders their own learning and CPTD. Data collection methods included interviews, open-ended questionnaires, observations and document analysis. Fifteen primary school teachers, 3 primary school principals and 4 adult/teacher trainers participated in this investigation. A major finding of this research suggests that adult learning principles such as community of practice (CoP) are often omitted from CPTD practices. Thus, a disparity exists between literature on effective CPTD practice as compared to the everyday CPTD experiences of teachers. With this article we aim to contribute to current literature about teachers’ experiences of CPTD and propose suggestions for planning, organising and implementing CPTD that also incorporates adult learning principles and would be valuable and useful to teachers.

Interactive Virtual Reality For Fun Mathematics Learning With Deep Understanding At SMP Swasta Ar-Rahman Percut

This partnership program was intended to solve problems that arose at SMP Swasta Ar-Rahman Percut such as the lack of teacher skills in developing learning media to foster students’ motivation and implementing online teaching that optimizes the use of technology. In the context of online learning, such difficulties will increase. The solutions offered were training through workshops on the development of interactive virtual reality (VR) using OpenSpace3D and assistance in the implementation. Five stages: Learn, Teach, Evaluate, Acknowledge, and Fostering in the method were held sequentially. Adult learning principles, focusing on experiential learning and self-motivation, were applied to encourage participants and instructors to actively participate. Results showed that the program has made a significant impact on teachers' skills in developing and implementing interactive VR in fun mathematics online learning.

A Collaborative Approach to Paraeducator Training

Many schools struggle to provide appropriate training for paraeducators to ensure the necessary knowledge and skills required to support students with challenging behaviors. This article provides a collaborative approach to paraeducator training. Included is a description of a four-step strategy to clarify paraeducator responsibilities and define training needs, create training plans that align with adult learning principles, implement training using coaching with performance feedback, and document paraeducator performance. Roles for team members and examples for training are provided.

Adult Learning Principles a Strategy for Improving Instructional Delivery in Higher Institutions of Learning in Nigeria

This paper argues that an andragogical approach to teaching and learning in higher education in Nigeria has become necessary if the goals prescribed by the National Policy on Education as regards tertiary education are to be achieved. Going by the current practice in some tertiary education institutions, students are seen as passive learners and teachers as “masters” of all knowledge. This posture naturally promotes 'banking learning' which views learners as banks within whom knowledge is deposited to be withdrawn at a later date. Since an approach such as this is inimical to the achievement of the goals of tertiary education in Nigeria, the paper advocates for the adoption of adult learning principles by teachers of higher institution of learning. Adult learning principle which is based on andragogy theory propounded by Malcolm Knowles sees learners as autonomous and self-directed; experienced; goal-oriented; relevancy-oriented; practical-oriented individuals. The paper ends by giving selective examples of how adult learning principles may be applied to higher education teaching to achieve the goals enunciated within the Nigeria National Policy on Education.

СУТНІСНИЙ АНАЛІЗ АНДРАГОГІЧНОЇ МОДЕЛІ М. НОУЛЗА ТА ДОЦІЛЬНІСТЬ ЇЇ ВИКОРИСТАННЯ У СУЧАСНІЙ ПРАКТИЦІ НАВЧАННЯ ДОРОСЛИХ

В оглядовій статті йдеться про безпосередній зв’язок між рівнем економіки, соціальної сфери та освіченості суспільства. Доведено, що вмотивоване набуття та постійне оновлення знань стає вирішальним чинником конкурентоспроможності будь-якої організації. У сучасних умовах реальність вимагає постійного розвитку та самовдосконалення. Освіта є значною частиною і водночас визначальним фактором людської діяльності. На сучасному ринку праці це необхідна умова професійної адаптації, гнучкості, ефективності та конкурентоспроможності. Проаналізовано конструкти процесуальної андрагогічної моделі М. Ноулза, сукупність яких візуалізовано у трьох вимірах: цілі і завдання у навчанні (Goals and Рurposes for Learning); індивідуальні та ситуативні відмінності (Individual and Situational Differences); основні принципи навчання дорослих (Core Adult Learning Principles). Цілі навчання, представлені у моделі, визначені трьома основними категоріями (інституційним (Institutional Growth), суспільним (Societal Growth) та індивідуальним розвитком (Individual Growth). Кола моделі взаємопов’язані, що дозволяє цілісно сприймати і сам тривимірний процес навчання дорослих і бачити його особливості. Представлено сутністіні відмінності андрагогічної моделі навчання М. Ноулза, які передусім полягають в активному залученні тих, хто навчається, на усіх етапах навчання. Обґрунтовано, що на практиці поєднання цілей, а також дотримання андрагогічних принципів, представлених у моделі, в сучасних умовах корпоративного навчання забезпечую успіх. У висновках автор підкреслює, що на практиці будь-які теоретичні моделі не здатні повною мірою відобразити реалії освіти дорослих, оскільки практика навчання дорослих, завжди багатша і менш чітка, ніж її теоретичні моделі. Key words: Малколм Ноулз, андрагогічна модель, неперервне навчання, професійний розвиток.

Incorporating Adult Learning Principles in High-Risk Equipment Operations Training

This paper, primarily based on a literature review, considers the utilization of adult learning principles in training learners to operate high risk equipment. Vocational Education and Training sectors throughout the world are traditionally responsible for training delivery in these areas where generally andragogical principles as defined by Knowles (1970), are applied with, in some cases, application of a heutagogical approach, as outlined by Hase and Kenyon (2000). Aside from considering these approaches, a new approach is proposed, referred to as authology, with a basis of including notions of responsibility and duty of care in adult learning. There are numerous training programs in vocational education and training, such as those related to high risk equipment and plant operation, for which development of learner responsibility is a critical component in the training given the potential to cause harm, injury or fatality.

Adult Learning Principles and Peer Delivery Improve Satisfaction of Electronic Medical Record Onboarding Education

Objectives Given the importance of onboarding education in ensuring the safety and efficiency of medical users in the electronic medical record (EMR), we re-designed our EMR curriculum to incorporate adult learning principles, informed and delivered by peers. We aimed to evaluate the impact of these changes based on their satisfaction with the training. Methods A single site pre- and post-observational study measured satisfaction scores (four questions) from junior doctors attending EMR onboarding education in 2018 (pre-implementation) compared with 2019 (post-implementation). An additional four questions were asked in the post-implementation survey. All questions employed a Likert scale (1–5) with an opportunity for free-text. Raw data were used to calculate averages, standard deviations and the student t-test was used to compare the two cohorts where applicable. Results There were a total of 98 respondents in 2018 (pre-implementation) and 119 in 2019 (post-implementation). Satisfaction increased from 3.8/5 to 4.5/5 (p < 0.0001) following implementation of a peer-delivered curriculum in line with adult learning practices. The highest-rated factors were being taught by other doctors (4.9/5) and doctors having the appropriate knowledge to deliver training (4.9/5). Ninety-two percent of junior doctors were motivated to engage in further EMR education and 90% felt classroom support was adequate. Conclusion EMR onboarding education for medical users is a critical ingredient to organizational safety and efficiency. An improvement in satisfaction ratings by junior doctors was demonstrated after significant re-design of the curriculum was informed and delivered by peers, in line with adult learning principles.