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Andragogy (a theory of adult learning) is usually used rather than pedagogy (a theory of child learning) in extension training.
In the traditional approach, the training staff designs the objectives, contents, teaching techniques, assignments, lesson plans, motivation, tests, and evaluation.
The focus in this model is intervention by the training staff.
The behaviourists, the cognitivists, and the humanists emphasize different aspects of the teaching-learning process in their approaches.
While the behaviourists stress external conditions (environment) resulting in observations and measurable changes in behaviour, the cognitivists are more concerned with how the mind works (mental processes such as coding, categorizing, and representing information in memory).
In this model, the objectives and other elements of training are jointly determined by the trainers and trainees.
Trainers primarily serve as facilitators, catalysts, or resource persons.
Learning theories are the basic materials which are usually applied in all educational and training activities.
The more one understands learning theories, the better he or she will be able to make decisions and apply them to achieving the objectives.
Van Dersal (1962) defined training as the process of teaching, informing, or educating people so that (1) they may become as well qualified as possible to do their job, and (2) they become qualified to perform in positions of greater difficulty and responsibility.
Flippo (1961) differentiated between education and training, locating these at the two ends of a continuum of personnel development ranging from a general education to specific training.