Study-Unit Description

Study-Unit Description


TITLE Encounters with Practitioners in the Field of Adult Education, Teaching and Development

LEVEL 01 - Year 1 in Modular Undergraduate Course


DEPARTMENT Arts, Open Communities and Adult Education

DESCRIPTION This study-unit will comprise seminars and/or on-site visits with a number of practitioners and/or experts in the fields of adult education, training and development, such as adult educators employed in lifelong learning centres and human resources' trainers.

Through seminar sessions and/or on-site visits, students will benefit from autobiographical reviews of practitioner reflection-in-practice and reflection-on-practice. This study-unit will also provide a platform for students to conceptualize, address, critically discuss and reflect on practice-related concerns in safe and curated learning contexts.

Study-Unit Aims:

The aims of this study-unit include the following:

- Acquaint students with the broadness of the range of practices and contexts related to adult education, training and development;
- Expose students to vivid and auto/biographical reviews of good and bad practices in adult education, training and development;
- Give due attention to the vocational component of this programme of studies through encounters with actual practitioners and/or on-site visits; and
- Introduce students to the relevance of reflection-in-practice and reflection-on-practice to the professional development of the adult educator / trainer.

Learning Outcomes:

1. Knowledge & Understanding:

By the end of the study-unit the student will be able to:

- Classify practices in the fields of adult education, training and development;
- Discuss examples of good and bad practice in the fields of adult education, training and development; and
- Discuss the encounters and/or on-site visits that with reference to reflection-in-practice and reflection-on-practice.

2. Skills:

By the end of the study-unit the student will be able to:

- Write critical and reflexive diary entries on the encounters and/or on-site visits;
- Appraise examples of good and bad practices in adult education, training and development; and
- Relate the relevance of reflection-in-practice and reflection-on-practice to vocational practice in adult education, training and development.

Main Text/s and any supplementary readings:

Main Texts:

- Bolton, G. (2001). Reflective practice : Writing and professional development. Paul Chapman.
- Claxton, Anand Ageha, & Claxton, Guy. (1996). Liberating the learner : Lessons for professional development in education (Educational management series). Routledge.
- Edwards, H., Baume, D., & Webb, G. (2003). Staff and educational development : Case studies, experience and practice from higher education (Case studies of teaching in higher education). Kogan Page.
- Goad, T. (1997). The first time trainer : A step-by-step quick guide for managers, supervisors, and new training professionals. Amacom.
- Ittner, P., & Douds, A. (1988). Train the trianer : Practical skills that work. HRD Press.
- Portughese, T. (2010). People engagement for business excellence and social well-being : Practical field-case studies, improvement tools, value-adding processes and best practices. Malta]: The author.

Supplementary Readings:

- Council of Europe. Council for Cultural Co-operation, Council of Europe. Cultural Fund, & Council of Europe. Committee of Cultural Experts. (1966). Training the trainer : A suggested programme. (2nd ed. rev. & supplemented. ed., Education in Europe: Out-of-school education). Council for Cultural Co-operation of the Council of Europe.
- Cranton, P. (1996). Professional development as transformative learning : New perspectives for teachers of adults (The Jossey-Bass higher and adult education series). Jossey-Bass.
- Finlay, I., Niven, S., & Young, S. (1998). Changing vocational education and training : An international comparative perspective. Routledge.
- Heikkinen, A., Sultana, R., & University of Tampere . Dept. of Education. (1997). Vocational education and apprenticeships in Europe : Challenges for practice and research (University of Tampere Department of Education series - Tampereen Yliopisto Kasvatustieteiden Laitos B No. 16). Finland: University of Tampere.
- King, K., & Lawler, P. (2003). New perspectives on designing and implementing professional development of teachers of adults (New directions for adult and continuing education). Jossey-Bass.


Assessment Component/s Assessment Due Resit Availability Weighting
Reflective Diary SEM1 Yes 100%

LECTURER/S Mariella Agius
Maria M. Brown
Alexander Joseph Farrugia
Joseph Giordmaina
Stefano Moncada
Maria Pisani

The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints.
Units not attracting a sufficient number of registrations may be withdrawn without notice.
It should be noted that all the information in the description above applies to study-units available during the academic year 2020/1. It may be subject to change in subsequent years.