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The performances of the system theory for the generation of research questions The following is about to present the performances of the system theory for the formulation of research questions by means of an evaluation order. Central for this is the communication term, which is evaluated in terms of its significance for the development of research questions.
The "Green Series" introduces reliable knowledge, current topics and didactic methods, which were tested in other fields, to adult education specialists. All volumes are designed from the action perspective, convey application-oriented formulas, and set standards based on the state of research, They contribute to competence and quality development in practical adult education.
Working in small groups can be regarded as constitutive for learning with cases. Using the example of case-based “train the trainer courses”, this contribution focuses on cooperative learning processes in small groups regarding the contents of the conversation and discussion structure as well as the effects on the competence development of individual adult learners. The presented results provide an insight of the processes of situated, problem-based learning in small groups which are common in …
Accessibility – A Didactic Challenge. Steps towards Inclusive Adult Education. Part III Based on the access rights to all public education, the author evaluates the dimensions of accessibility to be considered in planning and implementing inclusive adult educational programmes. Constructional prerequisites are brushed though the main focus is on the techniques of barrier-free communication which are micro-didactically described more critically as a “two sense approach”. The last paragraph re…
Family education is at the crossroads of adult education and social work. This article outlines the resulting conflict situations as well as the opportunities, which arise as a consequence of the mutual complement of both fields to a compatible system of family work.
The main emphasis of this article is on how to deal with value conflicts in teaching/learning situations in adult and continuing education against the backdrop of current social challenges. Based on the description and interpretation of a case study from an integration course, the author suggests possibilities of how to prepare teachers for acting in a pedagogically appropriate and ethical manner.
An Austrian study analysed the situation of staff with a migration history within the field of adult education. This article examines barriers and enabling conditions concerning the access to the profession and asks for the use of potential of migration biographies for activities in adult education – considering the part of professionals as well as institutions.
