1. sējums - Daugavpils Universitāte

43. Sutherland, P. (2006). Lifelong Learning: Concepts and Contexts. Routledge.
44. Tan, O. S., Parsons, R. D., Hinson, S. L., & Sardo-Brown, D. (2003). Educational Psychology: A
Practitioner-researcher approach (An Asian Edition). Thomson Learning.
45. Tennant, M. (2005). Psychology and Adult Learning. Routledge.
46. Woods, P. (1993). Critical Events in Teaching and Learning. The Palmer Press.
47. Literatūra (03-ieteicamā periodika):
Journal “Lifelong Learning in Europe” ISSN 1239-6826
Journal “Adult Education Quarterly” ISSN: 0741-7136
Kādām studiju programmām un to daļām (A, B, C, D) ir piederīgs šis kurss:
B
Kursa nosaukums angļu valodā:
Learning Psychology in the Context of Life-Long Learning.
Kursa anotācija angļu valodā:
The course represents the latest approaches in learning psychology successfully applied on all levels of
life-long learning. Life-long learning/teaching are analysed in the context of educational, developmental
psychology, and global trends in education. Human development is presented in close connection with lifelong
learning, focusing on the development of cognitive processes and learning motivation during the life
span. Doctoral students construct their own learning map, engage in self-reflection on their own
approaches to learning, learning strategies, motivation, and discuss the latest research in this area. Main
learning/teaching theories are analysed, changes in the role of learning throughout life are determined
building the analogies between learning in different periods of life and research methods in education.
Relationships between the concepts of life-long learning, sustainable education, and education for
sustainable development, as well as psychological approaches to adult learning are investigated. During
the second part of the course, doctoral students analyse the research concerning the search for learning
identity. The concepts of identity, learners/teachers identity are scrutinised, learning as identity, research
on teachers‟ learning identity, structural model of sustainability-oriented identity are discussed. At the end
of the course, doctoral students participate in group-construction of the structural model of sustainabilityoriented
identity.
Piezīmes:
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