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Guiding Nontraditional Students with Diminished Self-Perception Toward Learner Agency and Self-Actualization Using Mentored Self-Directed Methods
Keywords
Self-Perception Self-Directed Learning Transformation
Session Abstract
The presenter is developing a transformation extension to Hiemstra & Brockett's Person-Process-Context Model for Self-Directed Learning for post-secondary CTE implementation. The revised model will be relevant in all education settings where nontraditional students enter with diminished Self-perception. Seeking methodology and instrumentation recommendations for assessing needs and measuring students' before-and-after self-evaluations.
Session Description
The presenter has substantial experience facilitating programs and individual mentoring of nontraditional adult learners in post-secondary occupational/career-technical education environments -- both school and workplace -- and developing personalized learning from assessed needs of learners with barriers, especially resulting from diminished Self-perception.
Through this poster session, the presenter hopes to gather recommendations regarding methodology and instrumentation to measure participating students' self-evaluation on PPC-related factors before and after engaging in mentor-guided, self-directed reflective exploration of beliefs regarding self-concept, identifying barriers, and creation and implementation of an action plan to mitigate the barriers.