Praxis: An Adult Education Practicum

Abstract

Praxis is a term quite frequently associated with field of education, particularly teacher education. According to Merriam-Webster, means doing, action and the exercise or practice of an art, skill or science. However, for purposes and desired outcomes of North Carolina Agricultural and Technical State University Adult Education program, speaks specifically to self-creative activity through which men and women ... change (shape) historical human world and themselves (Sholle & Denski, 1993, 300). Thus, in my first year of teaching, following question struck me as paradoxical: Why is a practicum required for adults who are already professionals? This verbalized resistance to application and demonstration of ones' knowledge was unexpected. Even though they were professionals with undergraduate degrees, they represented a myriad of backgrounds including business, sociology, psychology, technology and special education. In addition, with required adult education core courses and electives completed, learners were also armed with content knowledge of field. However, content knowledge alone was not enough. As Jarvis (1999) explains, there is content knowledge and process knowledge. The former concept indicates why and latter how. Therefore, at this particular juncture of program, learners needed to understand that theory into praxis was supposed to occur. In other words, each individual had to practice in a setting of choice that which she or he had learned. Central to process was creation of practice situations in which learning, thinking, reflecting and acting occurred. Exposure to planning of educational activities and gathering of materials to enhance teacher-learner transaction was new for some members of class. Adults were expected to find their own practicum sites. Therefore, adult learners decided that collaborative efforts should be made. The coexistence of structure (academic) and function (performance) was next stage of development, leading to final outcomes gained from hands-on experience. The Practicum Mission Today, adult education practicum strives to provide adult learners an opportunity to use and apply what they have learned. It encourages learners to think critically and to constantly redefine content and process of learning experience. The practicum also is expected to heighten individual awareness of community issues, motivate learners to create opportunities, embrace new ideas and give direction to positive change. Collaboration Our adult learners bring varied academic backgrounds and an assorted array of practical interests to program. The first step is to secure a complementary site for each adult learner and identify nature and extent of special interests of each, then match this interest to a site. The second step is to initiate a survey of participants' preferences for placement, identify matching hosts (facilities), and initiate contacts and queries on availability of on-site mentoring and supervision. Special considerations are usually extended to those adult learners living more than 50 miles beyond main campus. They are given flexibility to contact agencies on their own and to choose sites in close proximity to their communities. However, university faculty supervisors advise and assist distance-commuters that fail to secure placement on their own. In order for us to monitor effectiveness of program, cooperating agencies are asked to follow these guidelines: * Accept adult learners for placement without regard to race, ethnic origin, sex, age, religion, disability, marital status and political persuasion. Moreover, agency retains right to reject or dismiss any adult learner who fails to function in on-site program in a satisfactory manner. * Provide adult learner with opportunities to observe and participate in each and every phase of program. …