Abstract:

The aim of this instrumental case study was to understand how experienced adult educators use experiential andragogy in formal and non - formal teacher education programs for qualitative research method. In the process of facilitating change within prospective teachers, training is a critical tool. As community-oriented teaching strategies are becoming more extensively implemented, the form and content of training program has become a research focus. Likewise, the methods in use by teacher educators to teach subjects are equally essential. Whenever it came to imparting knowledge to prospective teachers, many teacher trainers rely heavily on a lecture- and teacher-centered approach. A more student-centered training model might be beneficial to teacher trainers. The incorporation of andragogy theory into teacher training is the subject of this essay. Teacher educators as well as prospective teachers will become more active and involved in the learning process if andragogy is used. This strategy may also assist future teachers in becoming more self-directed, reflective and self-organized towards their professional sensibilities.

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