This paper is a summary of an extended discussion comparing pedagogy and andragogy with respect to the role played by experience and the relationship between learners and teachers. From the discussion, we found out that the appropriateness of identified andragogy in classroom activities mainly relied on the knowledge, skills and ideas possessed by the learners (Keiichi, Yuki, & Hiroshi, 2007, p.75).
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In this case, we discussed the entry behavior of the learner as a factor to be considered when determining the method of teaching and learning. Finally, we realized that pedagogy model was suitable and applicable when teaching young children. On the other hand, andragogy model was preferred in teaching adults. In my opinion, there are other factors that need to be considered when determining the model to use during teaching. Such factors include the role of the teacher as well as readiness of the learner to be taught.
In the discussion group, we identified numerous features which were used to compare the pedagogy and andragogy models of teaching. In this context, we tried to identify how each model can influence the role and relationship between a learner and a teacher. To begin with, for the pedagogy model, the learner is referred to as a student.
Contrastingly, learners in the andragogy model are referred to as participants. In my opinion, learners participate by answering and asking questions in classroom. Additionally, in pedagogy, a teacher attends to learners individually since their level of knowledge and skills are limited (Keiichi, Yuki & Hiroshi, 2007, p.75).
On the other hand, androgogy model does not facilitate close relationship between the two since the process is learner-centered. Therefore, learners are expected to find out information on their own without close supervision from teachers.
Another comparison is on the learning style. For the pedagogy model, learners highly depend on the teacher and as a result, close relationship is fostered (Kaufman, 2011, p.63). Through the discussion, I observed that such learners lack self-directedness since they have not yet matured enough to know what suites them.
Moreover, they lack problem-solving skills since the knowledge and skill possessed is very little. On the other hand, andralogy model is learner dependent (Keiichi, Yuki, & Hiroshi, 2007, p.75). In this case, the adults have lot of experience gained form learning resources. Besides this, the learners have competent skills in solving their own problem.
It is vivid that in pedagogy model, the teacher or trainer acts as the primary resource. The latter provides learners with ideas and relevant examples. This implies that the absence of the teacher can inhibit learning process. For this reason, the teacher and learners’ relationship is very tight to ensure that learners get the best ideas, knowledge and skills. For andragogy model, the learner is perceived to be the primary resource.
In my opinion, adult learners have the self-drive to research and thus are updated with information. Moreover, learners’ relationship with the teacher is loose since they can solve most of the problems by themselves (Keiichi, Yuki, & Hiroshi, 2007, p.75). Additionally, timing factor influence the relationship and the roles played by both teachers and learners.
For instance, timing of events and place in andagogy is learner-centered while for pedagogy, the teacher plays bigger role in controlling time and venues. It is definite that the role of the learner in participation is larger in andagogy model than the case in pedagogy where the learner is perceived as inexperienced (Kaufman, 2011, pp.63-64). The fact that active training is used in andragogy, the role of the learner increases as opposed to pedagogy which is passive.
In conclusion, the role of the learner is greater in andragogy than in pedagogy. This is due to the fact that a learner is perceived to have more experience, knowledge and skills. Their participatory role in learning increases as their readiness to learn advances. In addition, their ability to solve immediate problems limits the teacher involvement and therefore affects the relationship. In other words, teacher-learner relationship is more strict in pedagogy that in andragogy model.
Kaufman, D. (2011). Teaching the older adult: online study guide. Burnaby, BC: Simon Fraser University.
Keiichi, Y., Yuki, I. & Hiroshi, Y. (2007). Pedagogy and Andragogy in Higher Education-A Comparison between Germany, the UK and Japan. European Journal of Education, 42(1): 75.