Nurturing and Reflective Teachers:

A Christian Approach for the 21st Century

1.1 Learning Design: The materials contained in this Study guide have been developed in such a manner that andragogy, rather then pedagogy, is a key principle. Andragogy offers an alternative to traditional pedagogical approaches. It makes use of knowledge about what motivates adults and how they learn. It encourages adults to become actively involved in the learning process and in achieving their desired goals.

Underlying Assumptions of Andragogy:

• Learning is life-long. If you're not growing and learning, you're dying.

• The orientation is life-centred. The focus is on how to understand a situation, perform a task, solve a problem, or live a satisfying life.

• Teachers serve as facilitators and resources.

• You are motivated by internal needs such as wanting greater self-confidence, a better quality of life, recognition, self-esteem, and a sense of control.

• You are self-directing. They are in the best position to identify their own needs and form their own learning objectives.

• Learning readiness is based on a need to know. Facilitators help you assess where they want to be, where they are at present, and how to close the gap.

• You are teachers. They have a wealth of experience waiting to be tapped. They benefit tremendously by exchanging ideas and information based on their own experiences.

• Facilitators are lifelong learners. They continually expand their learning through the exchange of ideas and information.

• Facilitators are process designers. They build a climate conducive to dialogue and provide an environment of mutual respect, support, openness, and enthusiasm.

• Facilitators and you collaborate in the learning process. Planning, evaluation, and responsibility for learning are shared.

(Reference: ANDRAGOGY IN ACTION: APPLYING MODERNPRINCIPLES OF ADULT LEARNING, Malcolm S. Knowles & Associates, 1985.)

1.2 Aims of this Study Guide:

Consequently, it is our intentions that you will:

• Be introduced to the concepts and practices proposed by the text;

• Develop complex understandings that lead to knowledge and wisdom;

• Engage in personally challenging and professionally developmental learning activities;

• Reflect on personal principles and professional practices;

• Be assisted to develop pro-active responses and strategies for implementation in your own educational lives and settings;

• Promote diverse, yet appropriate, educational practices that encourage nurture and reflection in Christian approaches to teaching for learning in the 21^st Century; and

• Encourage others to interact with the ‘Nurturing and Reflective Teachers: a Christian approach for the 21^st Century’ text as well as the learning activities included in this Study Guide.