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首页> 外文期刊>Journal of Zhejiang University Science: An international applied physics & engineering journal >Full time adult credential students' instructional preferences at California State University, Long Beach: pedagogy or andragogy?
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Full time adult credential students' instructional preferences at California State University, Long Beach: pedagogy or andragogy?

机译：长滩加利福尼亚州立大学全日制成年证书学生的教学偏好：教育学还是人类学？

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摘要

This study investigated the instructional preferences of full time adult credential students after they took a live course called Principles of Adult Education at California State University, Long Beach (CSULB) in the fall semester of 2002. These full time adult credential students had been working on their adult teaching credentials to meet the competencies specified by the California Commission on Teacher Credentialing. The course introduced students to Andragogy developed by Malcolm Knowles out of the andragogical model developed by Lindeman (1926). The study used Principles of Adult Learning Scales (PALS), advanced by Gary Conti in 1983 to measure instructional preferences. Data were collected from 30 (100% of 30) full time adult credential students enrolled in a live course to determine their instructional preferences of helping adults learn. The results of the study showed in most cases these adult learning professionals taught adult students andragogically; in some cases they taught adult students pedagogically.
机译：这项研究调查了全日制成人证书学生在2002年秋季学期在加利福尼亚州立大学长滩分校（CSULB）进行了名为“成人教育原理”的现场课程后的教学偏好。这些全日制成人证书学生一直在从事他们的成人教学证书，以满足加州教师证书委员会规定的能力。该课程向学生介绍了马尔科姆·诺尔斯（Malcolm Knowles）所开发的Andragogy，它是Lindeman（1926）所开发的Andragogical模型。该研究使用了加里·孔蒂（Gary Conti）于1983年提出的成人学习量表原则（PALS）来衡量教学偏好。数据是从参加实时课程的30名全日制成人证书学生（占30名学生的100％）中收集的，以确定他们帮助成人学习的教学偏好。研究结果表明，在大多数情况下，这些成人学习专业人士会通过不良方式教给成人学生。在某些情况下，他们通过教学法教成年学生。

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