Theoretical perspectives on program planning in adult education
Abstract Programs of further education reflect societal interpretations of education and are the result of professional pedagogical action. Research on programs of further education and on the underlying planning processes is educational research that reconstructs educational concepts in a phenomeno...
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| Format: | Article |
| Language: | deu |
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SpringerOpen
2017-08-01
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| Series: | Zeitschrift für Weiterbildungsforschung - Report |
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| Online Access: | http://link.springer.com/article/10.1007/s40955-017-0090-4 |
| Summary: | Abstract Programs of further education reflect societal interpretations of education and are the result of professional pedagogical action. Research on programs of further education and on the underlying planning processes is educational research that reconstructs educational concepts in a phenomenological manner and that provides a knowledge base for decisions that need to be negotiated by society. In this context, program-planning models constitute partial perspectives on program planning. One goal of the article is to give an overview of program-planning models. A classification of these models is important because it reveals the diverse links and questions to be dealt with in both research and practice and it contributes to a well-founded model selection in research and practice. The article’s main focus is to present a newly developed classification of program-planning models and its linkages to research questions. |
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| ISSN: | 2364-0014 2364-0022 |