Research Article
Coaching and Adult Learning: Theory and Practice
Abstract
In this chapter, the author explores how the adult learning theories of andragogy and transformative learning may be used when coaching adult learners.
Citing Literature
Number of times cited: 5
- Chelsea Young, Claire DeMarco, Katia Nyysti, Ashley Harpool and Tran Mendez, The Role of Faculty Development in Online Universities, Fostering Multiple Levels of Engagement in Higher Education Environments, 10.4018/978-1-5225-7470-5.ch012, (260-275), (2019).
- Stuart Cable and Edith Graham, “Leading Better Care”: An evaluation of an accelerated coaching intervention for clinical nursing leadership development, Journal of Nursing Management, 26, 5, (605-612), (2018).
- John D. Long, The Intersection of Andragogy and Dissertation Writing, Emerging Self-Directed Learning Strategies in the Digital Age, 10.4018/978-1-5225-3465-5.ch005, (81-108)
- Francisco Hernandez Rosas, Katia Angelica Figueroa Rodriguez, Shida Henneberry and Benjamin Figueroa Sandoval, Knowledge Creation and Learning in a Sugarcane Industry in Veracruz, Mexico, Advances in Human Factors, Business Management, Training and Education, 10.1007/978-3-319-42070-7_23, (241-249), (2016).
- Joshua C. Elliott, The Evolution From Traditional to Online Professional Development: A Review, Journal of Digital Learning in Teacher Education, 33, 3, (114), (2017).
