Creating Inspiring Workshops and Courses in Transdisciplinarity: A Guide - Manual / Resource - Page 51
Advancing your own areas of mastery to
become an excellent trainer —
Know, Do, Be(come)
Finally, in parallel to the competency dimensions used in this
Design Guide to categorize the skills needed for building one’s
proficiency in TD research, trainers, too, should build toward
mastery in the three competency dimensions: Know, Do, and Be
(or Become).
•
Excellent trainers Know about adult learning, the
principles of adult learning outlined here, and understand
themselves as facilitators of learning. They understand
the need to give attention to both content and the
learning process, and strongly aim to instill a lifelong
learning stance in trainees.
•
In the agendas, activities and practices they use (Do),
excellent trainers account for differences in learning
styles and needs; create climates of respect, trust, and
openness; and help learners identify for themselves
what they most want to learn. Trainers support learners
in their learning journey, and facilitate processes of
self-assessment, goal-setting, practice, reflection, and
evaluation. They role-model learning behavior and treat
everyone as experts. They offer creative experiential and
participative learning activities, and can adapt processes
flexibly depending on group needs and dynamics.
•
Excellent trainers embody the values they wish to teach
(Be). They respect and value different perspectives,
and see themselves as learners, not know-it-alls, as
facilitators and resource persons.
In-depth exploration of adult learning
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