Language non-directif et non-directivite dans l'education des adultes (Non-Directive Language and Non-Directivity in Teaching Adults)

In teaching adults, it is important to break the automatism of traditional school procedures, and to create a climate of communication. The teacher should be primarily an "animator" who stimulates the group to take initiative in organizing and planning the course (their "apprenticeshi...

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Published inZielsprache Franzosisch
Main Author Moeckli, Jean-Marie
Format Journal Article
LanguageEnglish
Published 1975
Subjects
Adult Education
Classroom Communication
Educational Psychology
Educational Theories
Language Role
Student Teacher Relationship
Teacher Behavior
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Abstract In teaching adults, it is important to break the automatism of traditional school procedures, and to create a climate of communication. The teacher should be primarily an "animator" who stimulates the group to take initiative in organizing and planning the course (their "apprenticeship"). (Text is in French.) (IFS/WGA)
AbstractList In teaching adults, it is important to break the automatism of traditional school procedures, and to create a climate of communication. The teacher should be primarily an "animator" who stimulates the group to take initiative in organizing and planning the course (their "apprenticeship"). (Text is in French.) (IFS/WGA)
Author Moeckli, Jean-Marie
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PublicationTitle Zielsprache Franzosisch
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Snippet In teaching adults, it is important to break the automatism of traditional school procedures, and to create a climate of communication. The teacher should be...
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SubjectTerms Adult Education
Classroom Communication
Educational Psychology
Educational Theories
Language Role
Student Teacher Relationship
Teacher Behavior
Title Language non-directif et non-directivite dans l'education des adultes (Non-Directive Language and Non-Directivity in Teaching Adults)
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