Education for Autonomy and Self-directed Learning

Recommended Prerequisites

Basic courses in Adult Education and Training or related areas.

Teaching Methods

Learning process and assessment based on the Learning Contract methodology

Learning Outcomes

The specificities of this course are typical for advanced studies in Adult Education and Training. Its main target group is adults. At end of the course students are to:

I. Describe the main sociological, political, epistemological, philosophical and psychological reasons that make it imperious to develop autonomous and self-directed learning.

II. Define the concept of autonomous and self-directed learning from an analytical perspective.

III. Identify the main misconceptions about autonomous and self-directed learning.

IV. Identify and analyze the main theoretical models on autonomous and self-directed learning.

V. Describe and differentiate the role of the educator according to several theoretical frameworks.

VI. Identify, know and apply different techniques and strategies that promote autonomous and self-directed learning in different contexts and with different audiences

Work Placement(s)

No

Syllabus

  I. Educating for autonomy and self-directed learning: sociological, political, epistemological, philosophical and psychological reasons

 II. From conception

Terminology and main misconceptions

Theoretical models: andragogic; Long; Brockett e Hiemstra; Carré; Grow; Oliveira; self-determination theory

Autonomy and self-direction in learning under a developmental perspective: transformative theory; Loevinger ego development theory; Perry scheme of cognitive development; reflective judgment model; epistemological beliefs model.

III. To practice

The role of the educator: Instructional model; Humanist model; Critical pedagogy model; Cognitive model; Socioconstructivist model

Analyzing learning needs, identifying interests, values and potentialities

Setting goals

Identifying obstacles

Boosting self-discipline

Promoting self-confidence, self-esteem and emotional balance

Promoting team work and assertiveness behavior

Developing reflective thinking 

Assessment Methods

Assessement
Learning contract -100%. The work and evaluation is performed according to each student’s Learning Contract.: 100.0%

Assessement
Avaliação final: Exame : 100.0%

Bibliography

Brockett, R. G. & Hiemstra, R. (1991). Self-direction in adult learning. London: Routledge.

Brookfield, S. (1995). Developing critical thinkers: Milton Keynes: Open University.

Carré, P. & Moisan, A. (2002). La formation autodirigée. Paris: L’Harmattan.

Freire, P. (2000). Pedagogia da autonomia. São Paulo: Paz e Terra.

Knowles, M. (1975). Self-directed learning. Chicago: Follett Publishing.

Knowles, M. (1991). Using learning contracts. San Francisco: Jossey-Bass.

Knowles, M. (2005). The adult learner. Amsterdam: Elsevier.

Mezirow & Associates (2000). Learning as transformation. San Francisco: Jossey-Bass.

Oliveira, A. (1997). Autodirecção na aprendizagem. Revista Portuguesa de Pedagogia, 31(1), 35-57