Trauma Informed Training Practices in Adult Education | Chapter 7 | Modern Perspectives in Language, Literature and Education Vol. 3

 A qualitative literature review is used to emphasize the move to learner-centered techniques in vocational education and training, as well as to profile the use of trauma-informed techniques to meet learner needs and improve learner inclusion and success. The conversation starts with a recognition of the need for trauma-informed approaches in technical and further education, as well as working contexts.

The characteristics of trauma-informed training environments are then analyzed in order to determine trainers' professional development needs. The paper proposes a model competency statement for trainers in vocational education and training to use in developing training programs. The model competency statement, named "Utilize trauma informed training strategies," can be used to create accredited programs, nationally recognized units of competence, professional development programs, or any other program relevant to trauma informed approaches in adult training settings.

Author (s) Details

Richard Skiba
LRES Training Management, Melbourne, Australia.

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Similarities and Differences between Adult and Child Learners as Participants in the Natural Learning Process: Scientific Approach | Chapter 6 | Arts and Social Studies Research Vol.3

This paper compares Brian Cambourne’s Conditions of Learning [1], APA’s Learner-Centered
Psychological Principles [2], and Malcolm Knowles’ Adult Learning Theory [3]. These theories
embrace the natural learning process and not the traditional view of learning. The traditional view
suggests that the teacher has the knowledge, the learner is dependent on the teacher to disseminate
the knowledge and the learner has nothing to contribute. In the natural learning process, knowledge is
distributed in a circular and reciprocal way through a collaborative sharing of experiences, centered
on real life situations, and learners are responsible for their own learning. In the 21st century
knowledge is constantly changing and expanding exponentially. The natural learning process
facilitates the life-long learning that is needed to remain a valuable contributor in society where
learning has become a collaborative experience.


Author(s) Details

Dr. Darlene McDonough, Associate Professor
School of Education, St. Bonaventure University, New York, USA.

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Recent Perspective: Providing Deep Learning through Active Engagement of Adult Learners in Blended Courses | Chapter 9 | New Horizons in Education and Social Studies Vol.2

Malcolm Knowles [1] indicates that adult learners are most likely to be actively engaged in learning when they are given some choice and control over the learning process. When the curriculum relates to the adult learner’s interests, is individualized, and authentic; the adult learner becomes actively engaged in the process by making a ‘psychological investment’ in learning. Teaching a blended course presents certain challenges for the instructor when creating lessons to actively engage adult learners. This paper discusses how active engagement is defined and determined, barriers that impact adult learners attempting to actively engage in learning, and various strategies to actively engage adult learners that directly align to the characteristics of the adult learning process, in a blended course.

Author(s) Details

Dr. Darlene Mc Donough,
School of Education, St. Bonaventure University St. Bonaventure, New York.

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Pedagogy vs Adult Learning. Τwo Vicinal Fields. A Comparative Research on the Roles of the EducatorSchool Teacher and the Adult Trainer | Chapter 1 | New Horizons in Education and Social Studies Vol.1

According to findings of research conducted in Greece in the last decade within the Adult Education and Training field, a high percentage of the certified adult trainers in Greece are graduates of Education Studies. Even though a great number of adult trainers originate from the Education field there is no - so far –comparative research neither on the multivariate relationship between the roles of the school teacher and the adult trainer, nor on their convergences and deviations. The current research is trying to fill this gap and attempts the comparison of the above mentioned roles, through the detection of those personal and social motives which influenced the professional journey of the school teacher-adult trainers. It will investigate the identification of the convergences and deviations, the characteristics of the school teacher which can hinder or encourage the development of the adult trainer role and the valuation of the job satisfaction gained from each one of these roles.  The research sample consists of experienced full time school teachers, who - the vast majority of them - work as part time adult trainers for certified Vocational Training Centers, running “Greek as a foreign/second language” training programmes, in which the participants-trainees are repatriates, refugees, immigrants etc.   Research conclusions may provide developmental opportunities to the school teacher-adult trainer’s teaching alertness and general professionalism, and assist their contribution to the wider socioeconomic development and the modulation of criteria upon which each citizen will pursue their self-determination and emancipation. Conclusions can also be exploited by the Greek Education Departments of the General Secretariat for Adult Education and Training in regards to the design and development of the training programmes attended by school teachers and adult trainers.  Finally they can be correlated with data found in bibliography of the two vicinal fields and contribute towards a prolific examination of their interaction.  


Author(s) Details

 Efthimios Chatziefstathiou
2nd Elementary School of Santa Barbara, West Athens, Greece and Institute for Educational Policy, Ministry of Education for Action 4: Teacher Training for Education of Pupils Refugees; Greece and Vocational Training Center “Delta”, Greece.

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