EFFECT OF VITAMINS C AND E INTAKE ON BLOOD ... - EuroJournals

European Journal of Social Sciences - Volume 2, Number 1 (2006)
An Overview of Selected Theories of Adult Learning:
Implications for Teacher Education in the 21 st Century
Nigeria
J. A. Aderinto
Department of Continuing Education
Obafemi Awolowo University
Ile-Ife, Nigeria
E-mail: aderinto1@yahoo.com
Phone: (Mobile) 08033262733
Abstract
The paper examined some selected theories of adult learning and their
implications for teacher education in the 21 st century Nigeria. A critical
examination into the extent to which theories could be used as tools for
improvement of learning at different educational settings suggests that most
learning theories are pedagogical educationally oriented with little
consideration for andragogical aspect of education. The existing theories of
adult learning were synthesized through literature review to examine the
differences between the use of pedagogical and andragogical theories of
learning. Four assumptions about adult learning were identified and found to
be foundation stones of modern adult learning.
The study therefore, concluded that if teachers of adult learners are to be
relevant in the 21 st century Nigeria, they need to be equipped with teaching
techniques and concepts derived from modern adult learning theories and
approaches.
Key Words : Andragogy; Pedagogy; Teaching-techniques; Curriculum;
Experience, Instructional-methodologies.
Introduction
The extent to which theories could be used as tools for the improvement of learning at
different educational settings has been a subject of debate. Indeed, most learning theories
have been centered on pedagogical education with little consideration for andragogical
aspect of education. Instructors, more than often, find it very difficult to apply the
existing theories to adult learning.
Dobin and Okun (1973) opined that if a comprehensive theory of learning
existed, which was applicable to adults, it would be of great utility for both researchers
and instructors. Teachers of adults will in no doubt be relieved of adoption of learning
theories which often is pedagogical in facilitating adult learning. As adult teacher, a
broad and comprehensive learning model would be necessary, and serve as an
opportunity to formulate a workable rationale for instruction. It is in this view that this
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