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As course participants develop self-awareness and reflect on their experiences, they begin to gain insights and access valuable ideas from both their peers and tutors.

Thinking Questions: These questions encourage participants to reflect on their experiences deeply and explore new perspectives.

Professional Reading: Reading allows teachers and trainers to expand their knowledge and pursue topics of personal interest.

Seminars: In-session discussions, like debates or presentations, facilitate idea sharing, questioning, and exchanging viewpoints.

Mapping: Visual mapping is effective for reviewing topics and exploring cognitive processes, often leveraging participants' artistic skills.

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The Significance of Meaning Creation: This chapter emphasizes that creating meaning is central to learning, as it allows learners to connect new information with prior knowledge and personal experiences, resulting in deeper understanding.

Role of the Trainer as Facilitator: Trainers should act as facilitators who guide participants to interpret and personalize concepts, rather than merely delivering content. This approach supports learners in taking ownership of their learning.

Active and Experiential Learning: Active learning techniques such as group discussions, case studies, and practical exercises are recommended to anchor learning in meaningful experiences and encourage active engagement.

Collaborative Learning Environment: A collaborative environment, where participants share insights and give each other feedback, fosters a sense of trust and open exchange. This enhances the learning process through diverse perspectives and constructive dialogue.

Continuous Self-Assessment and Reflection: Both trainers and participants are encouraged to engage in continuous assessment and self-reflection to evaluate progress. This allows for adaptability in learning approaches and deepens self-awareness.

Developing Learner Autonomy: The chapter highlights the importance of developing autonomy, encouraging participants to take responsibility for their own learning. This promotes self-directed learning and empowers participants to apply what they’ve learned independently.

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Provide the students with strong models or images to work with at the exploring ideas.

8.2 New Learning: Issues and Implications

8.2.1 Types of thinking

Thinking and action - conscious and unconscious are complementary elements of the trainer's and teacher's working lives.

8.2.2 Theory/ Practice Relationships

All professional work generates theory, working theory, the work of teachers and trainers goes thru this process.

The work of professionals is also informed by others' conceptualizations of teaching.

Theory 1

The participants' previous experience in training, referred "personal theory" is "Theory 1" these are usually developed, maintained and used unconsciously.

Theory 2

Every guidance or reference to outside sources is known as "Theory 2" Change theory is interesting and relevant to our work. This has the "academia" part.

Theory 3

This is "trainer or teacher theory". For many years we have wrestled with the issue of when and how, if at all, we should reveal our own principles in training. Working with other trainers helps us to develop these theories.

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Points to focus and consider on how we can avoid such a situation and create relevant training groups.

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Points to focus and consider on how we can avoid such a situation and create relevant training groups.

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Their knowledge

Their expectations

Their context

Their logistic preferences

Stref, N. (2023, 19 octubre). How to Create Relevant Training Groups? WeBlog. https://weblog.wemanity.com/en/how-to-create-relevant-training-groups/