Heutagogy and Teaching: Toward Liberatory Methods.
Heutagogy is a teaching and learning method (developed from pedagogy and andragogy) and is characterized by self-determined learning. The main goal of this method is to enhance lifelong learning and heighten the students' problem-solving skills. The teacher's role is transformed from being a mere te...
| Published in: | International Journal of Humanities Education Vol. 18; no. 1; pp. 1 - 19 |
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| Format: | Article |
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Common Ground Research Networks
Jun2020
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=144232607&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 144232607 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 23270063 HE57 jtl: International Journal of Humanities Education issn: 23270063 maglogo: N pubinfo: dt: Jun2020 vid: 18 iid: 1 pid: 22359 pub: Common Ground Research Networks artinfo: ui: 144232607 10.18848/2327-0063/CGP/v18i01/1-18 ppf: 1 ppct: 18 formats: tig: atl: Heutagogy and Teaching: Toward Liberatory Methods. aug: au: Msila, Vuyisile affil: University of South Africa, South Africa su: Continuing education Teacher role Teaching methods Teacher effectiveness Teachers South Africa sug: subj: South Africa Continuing education Teacher role Teaching methods Teacher effectiveness Teachers keyword: Heutagogy Liberatory Teaching Lifelong Learning Self-determined Learning ab: Heutagogy is a teaching and learning method (developed from pedagogy and andragogy) and is characterized by self-determined learning. The main goal of this method is to enhance lifelong learning and heighten the students' problem-solving skills. The teacher's role is transformed from being a mere teacher to being an interactive facilitator whose students select and create what is relevant. The teacher also prepares them for the rapidly changing times. This qualitative study examined the changing roles of teachers when heutagogical approaches are exercised. The case study was conducted in three South African institutions of higher learning that offer distance-learning programs. Fifteen teachers were interviewed and documents were examined over a period of ten months. In doing this, the researcher sought to understand the methods used as the teachers tried out heutagogical principles. Results demonstrated that heutagogy is not yet a widely practiced method in South Africa and there are a still a number of teachers who are not aware of its student-centered rich approaches. It is critical for teachers to prepare themselves for the novel methods embraced by heutagogy, whilst also grooming students cognitively to be receptive to the more liberatory methods enshrined in heutagogical approaches. The conclusions indicate that there are four pertinent qualities for transforming teachers: i) preparing themselves for a new consciousness; ii) accepting new roles in teaching; iii) being open to a flexible curriculum co-created with students; and iv) being able to promote double loop learning. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2020 holdings: @attributes: islocal: N |
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