The concept of pedagogy and andragogy corelate with each other. While pedagogy deals with the education strategies for children, andragogy deals with adult studies. The main difference between the two is the focus and strategies used. However, both the two teaching strategies aim at ensuring there is increases learning outcomes. The essay will analyze pedagogy and andragogy and analyze the relationship between the two.
Description of Pedagogy
Pedagogy entails and goes beyond the normal learning process. It incorporates everything that a teacher does so that they can be able to assist students in their learning process. Therefore, the attitude of a person towards the subject is an element of their pedagogy. Some of the common beliefs include the role of education, the teacher's responsibility, how to assist the students in dealing with their behaviour, and the strategies used in teaching. It is the pedagogy belief that will result in the learning practices.
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Several evidence-based practices are involved in pedagogy. The primary method is the relationship that the teacher establishes with the learners. The creation of a positive and professional relationship with the learners is a crucial pedagogy strategy. The practice directly correlates with the students' level of success and performance. According to Cuenca (2010), there is an indirect impact of the teacher-student relationship influencing their self-efficacy, commitment, and behavior. There are specific teaching strategies that are more influential than others. A plan's effectiveness can be determined using either percentile gain or the progress made in a month. The selection of high-performance strategies is critical in the pedagogy practice. But the low-performance strategies can equally be effective since they are easy to implement.
Description of Andragogy
Andragogy is similar to pedagogy, but the variation is on the target audience. While pedagogy aims at assisting children in learning, andragogy, on the other hand, helps adults in their learning process. Andragogy is an adult learning theory proposed in 1968 by Knowles. Most of the attention was on children's learning process in the past. The belief is that humans learn using the same procedure and take the same process to understand a concept. However, there is a variation between how children and adults learn. The twentieth century is considered the most crucial period in the development of andragogy. According to Loeng (2018), andragogy is a part of the pedagogy discipline. The only variation is that pedagogy is superior, and it is the one that has been receiving most of the focus.
The concept of andragogy was perceived to be an integrative science. There was the incorporation of psychology and sociology disciplines to have an all-around domain. The creation of andragogy as a separate science aimed at ensuring the adults would easily be included in the learning practices. There has been a variation in andragogy's perception as a scientific discipline. There are individuals who support andragogy's independent nature as a science (Samaroo et al., 2013). The establishment of andragogy as an integrative science results in tension due to its connection with other domains. Other disciplines such as sociology and psychology are losing their identity. The problem is making some of the strategies being used in andragogy not to be effective.
Relationship between Pedagogy and Andragogy
There is a variation between the learning capabilities of children and adults. In children's learning process, there is a dependency on the teacher. The teacher has the responsibility to evaluate the progress of the child. Therefore, children's learning cannot be independent as they depend on external support from the teacher and parents (Reischmann, 2017). The situation is different among the adults as the learning process is independent. An adult will have to conduct a self-evaluation and take self-responsibility to understand the concept. Also, adults have lived much longer than the children and they have life experience. When they are learning, they mainly use the life experience as a foundation. That is different in the learning of children as they lack life experience and the educator is the one that will grant them the needed assistance.
The variation between adults and children's learning created the relationship between pedagogy and andragogy. The correlation between the two lies in the source of motivation. Since children have little experience, most of the basis is from external sources such as their educators (Taylor & Kroth, 2009). Also, evaluating the outcomes is determined by either a pass or a failure. Therefore, in most instances, their motivations are from their self-esteem, quality of life, and the ability to solve problems (Loeng, 2017). A pass or a failure will not determine the outcomes. Instead, there is a need for self-evaluation where the adults gauge their level of performance to see if they have mastered the learning concept. The relationship between pedagogy and andragogy created the variation in the instructor's or educators' teaching strategy.
Influence on Classroom Practice and Dissertation
In the classroom set-up, andragogy will connect the learner's experience with what they already know. The strategy will ensure there is room to raise personal opinions. Equally, it will be possible to have personal learning pace and make a comparison between whet they know and what they need to learn. It will be easy for the adults to leverage what they already know against the new information that has been presented to them. It will be effective since the adults are self-driven, and they will be able to accomplish some of the tasks by themselves. It will be preferable to present them with solutions that apply to real-life situations. Also, it is necessary to understand there is a variation in children and adults' learning capabilities. Older people are maybe slow in grasping the content, and they will require strategies that grant them time to evaluate themselves.
The influence of pedagogy and andragogy on the dissertation is based on research. The focus will be on pedagogy and andragogy strategies that have been proven to be effective. Also, the dissertation will have to address some of the solutions. The contingencies should be the ones that can be used to make both of the strategies effective. The level of effectiveness should be evident while being used in the classroom. The highlight will be on what another research has established on the concept, which will help identify an existing gap. The opening will be relevant to create the research questions that need to be addressed and create a framework that will focus on the investigation. Creating a framework will provide guidelines and the direction that the dissertation will have to take. It will equally be influential in determining the articles used in the literature review as they will have to focus on answering the question raised by the gap identified.
In conclusion, andragogy is a subordinate to pedagogy. The main variation between the two is the subject in discussion. While there is focus on the learning experience of children learners in pedagogy, andragogy focus on adult education. The development of the two strategies aim at creating a different learning experience between the two groups. The pace of learning of children is different from the adults. Children learn faster and can easily understand the concept in discussion when compared to the adults.
References
Cuenca, A. (2010). Self-Study research: Surfacing the art of pedagogy in teacher education. Journal of Inquiry & Actions in Education, 3 (2), 15-29.
Loeng, S. (2017). Alexander Kapp: The first known user of the andragogy concept. International Journal of Lifelong Education, 36 (6), 629-643.
Loeng, S. (2018). Various ways of understanding the concept of andragogy. Cogent Education, 5 (1), 1-15.
Reischmann, J. (2017). Life wide learning: Challenges for andragogy. Journal of Adult Learning, Knowledge and Innovation, 1 (1), 43–50.
Samaroo, S. et al. (2013). Pedandragogy: A way forward to self-engaged learning. New Horizon to Adult Education and Human Resource Development, 25 (3), 76-90.
Taylor, B. & Kroth, M. (2009). A singe conversation with a wise man is better than ten years of study: A model for testing methodologies for pedagogy or andragogy. Journal of the Scholarship for Teaching and Learning, 9 (2), 42-56.
