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Andragogy and Pedagogy as Foundational Theory for Student Motivation in Higher Education

Andragogy and Pedagogy as Foundational Theory for Student Motivation in Higher Education

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Published by P K Thakur
How educators approach the issue of student motivation, be it intrinsic or
extrinsic, is determined, in part, by the andragogical or pedagogical philosophical
underpinnings of professors’ teaching practices. Difficulty arises when pedagogical
methods and practices are applied in whole or in part to situations that require
andragogical dynamics. A misunderstanding ormisapplication of these critical issues
may result in situational, temporary, or
unsustainable models of motivation that guide lifelong learners and perhaps undermine the entire process of student motivation. This discussion explores the root causes of the misapplication of pedagogical models and its impact on adult learners.
How educators approach the issue of student motivation, be it intrinsic or
extrinsic, is determined, in part, by the andragogical or pedagogical philosophical
underpinnings of professors’ teaching practices. Difficulty arises when pedagogical
methods and practices are applied in whole or in part to situations that require
andragogical dynamics. A misunderstanding ormisapplication of these critical issues
may result in situational, temporary, or
unsustainable models of motivation that guide lifelong learners and perhaps undermine the entire process of student motivation. This discussion explores the root causes of the misapplication of pedagogical models and its impact on adult learners.

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Published by: P K Thakur on Jun 15, 2013
Copyright:Attribution Non-commercial

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10/14/2013

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