1887

n Acta Academica - Facilitating the emancipation of the learner

Supplement 2
  • ISSN : 0587-2405

Abstract

Learner independency focuses on the learner's ability to take responsibility for and to manage his/her learning processes. But this conceptualisation lacks an important component, namely the consideration of the learner's movement towards becoming an emancipated learner, demonstrating a high degree of agency with a thorough meta-cognitive grasp of the quality of his/her actions. This article presents a theoretical basis for the process of learner emancipation and describes a model for conceptualising such processes. The model operationalises learning in terms of learner actions. Learner action is considered a function of theorising and practice, and four classes of learner action are distinguished, namely the actions of a consultant, a theorist, a practitioner and an entrepreneur. Examples from existing courses in Psychology illustrate how the core tenets of the model can be operationalised in practice.


Leerderonafhanklikheid fokus op die leerder se vermoë om verantwoordelikheid te aanvaar vir die selfbestuur van sy/haar leerprosesse. Maar 'n belangrike komponent is afwesig in hierdie begrip, te wete die oorweging van die verandering van die leerder in 'n geëmansipeerde leerder, 'n leerder met 'n hoë mate van agentskap en 'n deeglike metakognitiewe begrip van die kwaliteit van sy/haar aksies. Hierdie artikel bied 'n teoretiese begronding van leerderemansipasie en beskryf 'n konseptuele model van sodanige prosesse. Die model operasionaliseer leer in terme van leerderaksies. Leerderaksie word oorweeg as 'n funksie van teoretisering en praktisering en vier klasse van leerderaksie word onderskei, te wete die aksies van 'n konsultant, 'n teoretikus, 'n praktiseerder en 'n entrepreneur. Voorbeelde uit bestaande Sielkundekursusse word gebruik om toe te lig hoe die kernaspekte van die model in die praktyk geoperasionaliseer kan word.

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/content/academ/2010/sup-2/EJC15176
2010-01-01
2019-10-23

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