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首页> 外文期刊>International Journal of Lifelong Education >Adult literacy, learning identities and pedagogic practice
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Adult literacy, learning identities and pedagogic practice

机译：成人识字，学习身份和教学实践

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This article discusses the relationship between persistence in adult literacy and numeracy programs, changes in the participants’ attitudes to engaging in learning and pedagogic practices using data from eight Scottish literacy education organizations. It argues that literacy learning can act as a resource that enables vulnerable adults to change their dispositions to learning, achieve their goals and make a transition towards their imagined futures. Pedagogic practices that operate from an approach that emphasized learners’ strengths, rather than their deficits, and critically interrogated learners’ experiences used as a resource for learning were the most successful in enabling this transition. Holistic provision that creates a supportive community of practice was found to be the most effective in bringing about the positive changes that learners identified they wished to make in their lives.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/02601370.2010.524010
机译：本文讨论了来自八个苏格兰扫盲教育组织的数据中，成人扫盲的持续性与计算能力，参与者对学习和教学实践的态度变化之间的关系。它认为，识字学习可以作为一种资源，使脆弱的成年人能够改变他们的学习倾向，实现他们的目标并朝着他们想象中的未来过渡。从强调学习者的优势而不是缺点的方法开始的教学实践，是成功实现这种过渡的最成功方法。发现创建支持实践社区的整体规定最有效地实现了学习者确定的希望在生活中做出的积极改变。查看全文下载全文，services_compact：“ citeulike，netvibes，twitter，technorati，美味，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”}；添加到候选列表链接永久链接http://dx.doi.org/10.1080/02601370.2010.524010

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