ERIC Number: ED306400
Record Type: Non-Journal
Publication Date: 1988
Reference Count: N/A
Teaching and Training: A Contingent Approach. Newland Papers Number Fifteen.
This paper analyzes teaching and training in terms of certain basic functions and the typical contingencies that affect those functions in practice. Section 1 shows the interrelationships of teaching, training, and learning. Section 2 explores the kinds of learning problems that the independent learner faces and how a planned course can help to alleviate them. Seven functions of courses are identified: selection, induction, structure, teaching, environment, materials, and assessment. Section 3 discusses how each function is affected by seven main variables or contingencies: rationale, regulations, resources, subject, students, staff, and setting. Section 4 describes the nine functions of teaching and training: motivation, orientation, demonstration, explanation, representation, activation, transmission, evaluation, and support. Section 5 discusses the nine contingencies that affect the functions of teaching and training: aims, content, level, self, student, group, physical context, institutional context, and social context. The final section explores briefly the implications of the contingent approach first for student learning, then for the training of teachers and trainers, and finally for research in these fields. Appendixes include examples of case material and articles on contingency in the management of organizations, the teaching and training of adults, and continuing learning in the workplace as well as 48 reference notes. (YLB)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Hull Univ. (England). School of Adult and Continuing Education.
Identifiers - Location: New Zealand