Proselytising Ideologues: The Stifling Vectors of Metacognition in Andragogy

Authors

  • Davison Zireva
  • Alfred Henry Makura

Keywords:

Proselytising ideologues; stifling vectors; metacognition; andragogy

Abstract

In andragogy, one of the all-embracing goals is the provision of quality education which is realized in metacognition. The andragogic learners are expected to embody the knowledge which they acquired by participating in metacognitive activities such as innovative, critical, creative, reflective and analytical thinking as well as open-mindedness and problem solving. Qualitative research was carried out with some teacher educators and some graduating teachers who had attained distinctions in all the teacher education curricular disciplines. The research findings revealed that the extent of metacognition in teacher education learners is obfuscated by fallacious criteria considered by some ‘teacher educators’ who have lapsed into proselytising ideologues. These ‘teacher educators’ employ the banking concept of education and resort to idiosyncratic awarding of ‘distinctions’ which they consider as the measure for provision of quality education. These ‘teacher educators’ stifle the development of metacognition. The distinctions awarded tend to be a camouflaging strategy of concealing some deficiencies in their provision of quality education. Distinctiveness in teacher education is only conspicuous by showcasing one’s metacognitive activities.

https://doi.org/10.26803/ijlter.23.8.26

References

Akyildiz, S.T. (2019). Do 21st Century Teachers Know about Heutagogy or Do They Still Adhere to Traditional Pedagogy and Andragogy? International Journal of Progressive Education, 15(6), 151–169.

Alexander, R. (2020). A Dialogic Teaching Companion, Routledge.

Baehr, J. (2011). The Structure of Open-Mindedness. Canadian Journal of Philosophy, 41(2), 191–213.

Bailin, S., Case, R., Combs, J.R. & Daniels, L.B. (1999). Conceptualising critical thinking. Journal of curriculum studies, 31(3), 285–302.

Baron, J. (2000). Thinking and deciding (3rd ed). Cambridge University Press.

Bishop, E. (2014). Critical literacy: Bringing theory into praxis. Journal of Curriculum Theorizing, 30(1), 47-62.

Brookfield, S.D. (1985). Understanding facilitating adult learning. Penguin.

Cherry, K. (2020). The Benefits of Being Open-Minded.

www.verywellmind.com>Self-improvement>HolisticHealth.

Chick N., Karis T., & Kernahan, C. (2009). Learning from their own learning: how metacognitive and meta-affective reflections enhance learning in race-related courses. International Journal for the Scholarship of Teaching and Learning, 3(1), 1-28.

Chick, N. (2013). Metacognition. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/metacognition/

Collins, B. (2018). Innovative thinking. 2018. http://www.forbes.com/sites/bryancollinseurope

Colman, A.M. (2015). Metacognition: A Dictionary of Psychology. Oxford Paperback Reference (4 ed.). Oxford University Press.

Coursera (2023). Analytical thinking: what it is and why it matters more than ever. https://www.coursera.org. [Accessed June 28, 2024].

Coursera Staff. (2024). What Is Analytical Thinking and How Can You Improve It? https://www.coursera.org. [Accessed June 28, 2024].

Creswell, J.W., & Creswell, J.D. (2018). Research Design: Qualitative, Quantitative and mixed Methods Approaches. SAGE.

Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches. SAGE.

Davis, B., Sumara, D., & Luce-Kapler, R. (2015). Engaging minds: cultures of education and practices of teaching. Routledge.

De Vos, AS., Strydom, H., Fouche, C.B., & Delport, C.L.S. (2011). Research at grassroots; for the social sciences and human service professions. Van Schaik.

Doyle, A. (2024). Critical thinking definition, skills and examples. https://www.thoughtsco.com>critical-thinking-definition. [Accessed June 28, 2024]

Dunlosky, J. (2009). Metcalfe J. Metacognition. SAGE.

Dye, K. M., Stanton, J. D. (2017). Metacognition in upper-division biology students: Awareness does not always lead to control. CBE—Life Sciences Education, 16(2), ar31.

Ennis, R.H. (1996). Critical thinking dispositions: their nature and accessibility. Informal Logic, 18 (2&3): 165-182.

Finlay, L. (2008). Reflecting on 'reflective practice (Technical report). Practice-based Professional Learning Centre. The Open University.

Fisher, P., & Wells, A. (2009). Metacognitive Therapy: Distinctive Features. Routledge.

Freire, P. (2020). Pedagogy of the oppressed. Sage Publications.

Hartman, H. J. (2010). A guide to reflective practice. McGraw Hill.

Hecker, J., & Kalpokas, N. (2022). The ultimate guide to qualitative research- part 1: The basics https://atlasti.com>qualitative-research-guide-part-1 [Accessed June 28, 2024]

Higgs, P., & Smith, E. (2020). Rethinking truth. Juta.

Hoberg, S. M. (2001). Research methodology: Education management study guide 2 MEDEM 2-R, UNISA.

Hollander, E. (2006). Influence processes in leadership–followership: inclusion and the idiosyncrasy credit model. In Donald A. Hantula (ed.). Advances in Social and Organizational Psychology: A Tribute to Ralph Rosnow. Lawrence Erlbaum Associates.

Johnson, B., & Christensen, L. (2008). Educational: Quantitative, qualitative and Mixed Approaches. SAGE.

Kampylis., P., & Berki E. (2014). Nurturing creative thinking. International Academy of Education. http://www.chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/http://staging.iaoed.org/downloads/edu-practices_25_eng.pdf

Kaufman, J. C., & Beghetto, R.A. (2009). Beyond Big and Little: The Four C Model of Creativity. Review of General Psychology, 13(1), 1–12.

Kearsley, G. (2010). Andragogy: The theory into practice database. http://tip.psychology.org

Kidd, P.S., & Parshall, M.B. (2000). Getting the focus group: enhancing analytical rigor in focus group research. Qualitative health research, 10 (3): 293-308.

Kim, M.Y. (2019) What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk. Learning, culture and social interaction (21), 70-86.

Knowles, M. (2009). The making of an adult educator: An autobiographical journey (Ed.). Jossey-Bass.

Kwong, J. (2015). Open-Mindedness as a Critical Virtue. Topio, 35 (2), 403–411.

Levesque, S. (2010). Canadian issues: Promoting historical thinking and critical literacy. http://www.virtualhistorian.ca/historian_literacy

Margrett, J. A., & Marsiske, M. (2002). Gender differences in older adults' everyday cognitive collaboration. International Journal of Behavioral Development, 26(1), 45–59

Nitko, A. J. (2001). Educational assessment of students. Prentice Hall.

Nola, R., & Irz?k, G. (2005). Philosophy, science, education and culture. Dordrecht: Springer-Verlag.

Novick, L. R., & Bassok, M. (2005). Problem solving. In K.J. Holyoak, RG. Morrison (Eds.), Cambridge handbook of thinking and reasoning (Ch. 14, pp. 321-349). Cambridge University Press. O’Leary, Z. (2010). The essential guide to doing your research project. SAGE.

O’Tuel, F. S., & Bullard, R. K. (2003). Developing higher-order thinking in the content areas K-12. Critical Thinking Press & Software.

Peterson, C., & Seligman, M. E. P. (Eds.). (2004). Character strengths and virtues: A handbook and classification. Oxford University Press.

Phillipson, N. and Wegerif, R. (2017). Dialogic Education: Mastering core concepts through thinking together. Routledge.

Price-Mitchell,M. (2015). Metacognition: Nurturing self-awareness in the classroom. https://www.edutopia.org>blog>8-pathways-metacognition

Purwati, D. (2022). The Six Characteristics of Andragogy and Future Research Directions in EFL: A Literature Review. Elsya: Journal of English Language Studies, 4(1), 86-95. http://doi.org/10.31849/elsya.v4i1.7473. S2CID 245995831

Rachel, J. R. (2002). Andragogy's detectives: A critique of the present and a proposal for the future. Adult Education Quarterly, 52(3), 216-228.

Riggs, W. (2010). Open-mindedness. Metaphilosophy, 41(2), 172–188.

Rose, M. (2017). The idea of the “banking concept in education”. http//www.ourpolitics.net.philosophy.

Rubin., M., Watt, S. E., & Ramelli, M. (2012). Immigrants' social integration as a function of approach- avoidance orientation and problem-solving style. International Journal of Intercultural Relations, 36(4), 498–505.

Saputro, I. N., Mahfud, T., & Sari, A. I. (2023). Promoting Creative Professional Behavior of Future Educators: The Role of Social Capital, Motivation and Self-Efficacy. ?????????? ???????????, 27(3(112)), 390-402. https://cyberleninka.ru/article/n/promoting-creative-professional-behavior-of-future-educators-the-role-of-social-capital-motivation-and-self-efficacy

Shih, Y.H. (2018). Rethinking Paulo Freire’s dialogic. Pedagogy and its implications for teachers’ teaching. Journal of education and learning 7(4), 230-235.

Slavin, R. E. (2007). Educational Research: In Age of Accountability. SAGE.

Smith, M. K. (2002). Paulo Freire and informal education’. The encyclopaedia of pedagogy and informal education. https://infed.org/mobi/paulo-freire-dialogue-praxis-and-education/

Stanton, J. D., Dye, K. M., & Johnson, M. S. (2019). Knowledge of learning makes a difference: A comparison of metacognition in introductory and senior-level biology students. CBE—Life Sciences Education, 18(2), ar24.

Stylianou-Georgiou, A., Papanastasiou, E. C. (2017). Answer changing in testing situations: The role of metacognition in deciding which answers to review. Educational Research and Evaluation, 23(3–4), 102–118.

Tanner, K.D. (2012). Promoting student metacognition. CBE—Life Sciences Education, 11, 113-120.

UNESCO. (2014). Available from: http://unesdoc.unesco.org/images/0022/002276/227680e. [Accessed: June 20, 2023]

United Nations (2018). Quality education. https://www.un.org>upload>2018/09>Goal-4

Vemuri, S., Schmandt, C., Bender, W., Tellex. S., & Lassey, B. (2004). An audio-based personal memory aid. In Proceedings of Ubiquitous computing. Springer.

Weimer, M. (2012). Deep learning vs. surface learning: Getting students to understand the difference. Available from: www.facultyfocus.com/articles/teaching-professor-blog/deep-learning-vs-surface-learning-getting-students-to-understand-the-difference/. [Accessed: June 25, 2023].

Yamasaki, Y. (2010). The impact of Western progressive educational ideas in Japan: 1868–1940. History of Education, 39(5), 575–588.

Zohar, A., & David, A.B. (2009). Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component. Metacognition Learning, 4, 177-195.

Downloads

Published

2024-08-30