Thematische Bibliographien / Adult education teachers

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Konferenzberichte
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Auswahl der wissenschaftlichen Literatur zum Thema „Adult education teachers“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 31. Juli 2024

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Zeitschriftenartikel zum Thema "Adult education teachers"

Kurtts, Stephanie A., Jewell E. Cooper und Carolyn Boyles. „Preparing Nontraditional Adult Teacher Education Candidates to Become Special Education Teachers“. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 30, Nr. 4 (Oktober 2007): 233–36. http://dx.doi.org/10.1177/088840640703000403.

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Başkan, Yusuf, und Mehmet Bars. „Opinions of Classroom Teachers Working in Public Education Centers on Adult Education“. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 12, Nr. 1 (18.06.2022): 275–304. http://dx.doi.org/10.31704/ijocis.2022.012.

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This research aims to examine the opinions of classroom teachers working in public education centers on adult education. One of the qualitative research designs, a basic qualitative research design, was used. The research group of the research was determined through criterion sampling, and criteria such as a permanent or contracted classroom teacher linked with the Ministry of National Education and having worked or working in public education facilities were sought from the participants. The research group of the research consisted of 20 participants. A semi-structured interview form was used as a data collection tool in the research, and the data were collected as audio recordings. The results of the interviews with the teachers who could not get permission for the voice recorder were obtained by transcribing the words of the teachers. The content analysis method was used in the analysis of the data. Themes and sub-themes were formed from the answers given by the participants. Adult education is vital for individuals and society, and results showed that adults' responsible manners influenced adult education. Furthermore, adult education teachers saw that adult education has a wide range of working hours and that block lessons can be held as an advantage. It has been concluded that they see trainee absences and adults' focus on obtaining certificates rather than the educational process as a problem.

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Sytnyk, Olga. „ADULT EDUCATION TEACHERS’ TRAINING IN IRELAND“. Continuing Professional Education: Theory and Practice, Nr. 1-2 (2018): 93–98. http://dx.doi.org/10.28925/1609-8595.2018(1-2)9398.

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The central purpose of this article is to highlight nature, place and role of the adult education teacher professional training in Ireland as well as the school teacher professional training. In order to do so, a general overview of Irish teachers’ education is presented. The specific in the adult education tutors’ activities is also discussed. The nature of the teachers’ training is fully examined. The various contemporary ways and innovative forms of modern teachers’ training in Ireland are mentioned. The main professional requirements that the adult education tutor has are also highlighted and analyzed. The process and different periods of teachers’ training are classified and described. The article shows the main stages in teachers’ training in Ireland with detailed characteristics of every level with key elements emphasizing. The practice training organization for future teachers in Ireland is examined. The survey results showed that adult education teachers’ training sector in Ireland is a very flexible way of learning in modern society. It can be suitable for everyone who needs to get not only professional knowledge and skills, development, life experience, but also socialization, communication, collective consciousness and community support. Adult education teachers’ training is an effective, contemporary educational service that has many beneficial outcomes. The article presents the adult education teachers’ peculiarities in the modern knowledge society. Finally, the author makes the conclusion about the adult education teachers’ training specifics in Ireland.

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Dehkonovna, Isroilova Shohida. „TECHNOLOGICAL INNOVATIONS USED IN ADULT EDUCATION“. IQRO 04, Nr. 01 (01.06.2023): 22–25. http://dx.doi.org/10.37547/iqro-volume04-issue01-06.

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This article argues that as technology continues to evolve, it is critical for language teachers and institutions to stay abreast of the latest developments and leverage their opportunities to create inclusive, dynamic, and learner-centered language learning experiences for older adults. importance is said. It was also suggested that language teaching can be further improved through the use of technological advances, which will ensure that older students can fully enjoy the benefits and opportunities offered by technology in their language learning journeys.

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Thies-Sprinthall, Lois, und Norman A. Sprinthall. „Experienced Teachers: Agents for Revitalization and Renewal as Mentors and Teacher Educators“. Journal of Education 169, Nr. 1 (Januar 1987): 65–79. http://dx.doi.org/10.1177/002205748716900106.

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After reviewing much recent research and theory, the article outlines the current status of developmental stage concepts as a basis for the teacher as an adult learner. There is substantial evidence to support the view that adults who process experience at higher and more complex levels of development perform more adequately in complex human helping roles. Using a developmental model, a system is then outlined for training both mentor teachers and educators of mentor teachers. Such new roles have substantial potential for revitalizing experienced teachers, promoting their developmental growth, and improving the quality of supervision for beginning teachers.

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McCaster, Antonette Lorraine. „Adult Education and Dialogue“. Global Journal of Transformative Education 1, Nr. 1 (15.01.2019): 46–51. http://dx.doi.org/10.14434/gjte.v1i1.25920.

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Knowledge is built upon personal experiences and the information to which we have access. My area of research is in communicating the language of business (accounting) to non-business learners. I’ve found that both communication and motivation are primary factors in transformational learning. To this end, research has shown that project-based education improves student skills, and transforms the traditional classroom for both teachers and students. Combining project-based education with adult dialogue education provides a transformative method of education that encourages student-driven, collaborative project-based learning as well as opportunities for teachers to reflect upon their epistemology and pedagogy.

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Van der Merwe-Muller, Lorna, und Nazreen Dasoo. „South African teachers’ experiences of continuous professional teacher development: Connections and disconnections“. South African Journal of Education 41, Nr. 4 (30.11.2021): 1–10. http://dx.doi.org/10.15700/saje.v41n4a1919.

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In this article we present the findings of an investigation on how primary school teachers at 3 independent primary schools in Johannesburg experienced continuous professional teacher development (CPTD). There is a wealth of literature available on planning, organising and implementing effective CPTD. Such literature also highlights the importance of applying adult learning principles in CPTD contexts in order to promote teachers’ learning and development and in turn contributing to a positive effect on learning in the classroom. Exploring the value and usefulness of adult learning principles in CPTD can enhance primary school teachers’ learning opportunities to update their knowledge and skills. Effective CPTD is important in South Africa as there is an urgent need to improve literacy and numeracy levels across primary education levels. Using qualitative data, we explore teachers’ perspectives on how they learn and develop effectively, and what hinders their own learning and CPTD. Data collection methods included interviews, open-ended questionnaires, observations and document analysis. Fifteen primary school teachers, 3 primary school principals and 4 adult/teacher trainers participated in this investigation. A major finding of this research suggests that adult learning principles such as community of practice (CoP) are often omitted from CPTD practices. Thus, a disparity exists between literature on effective CPTD practice as compared to the everyday CPTD experiences of teachers. With this article we aim to contribute to current literature about teachers’ experiences of CPTD and propose suggestions for planning, organising and implementing CPTD that also incorporates adult learning principles and would be valuable and useful to teachers.

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Harreveld, Bobby. „Adult Literacy in Central Queensland“. Australian and International Journal of Rural Education 14, Nr. 2 (01.07.2004): 39–53. http://dx.doi.org/10.47381/aijre.v14i2.504.

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The sociocultural markers of adult literacy teachers'. identities are significant for understanding the nature of teaching which is constructed through, and contingent upon, diverse geographical and systemic spaces - at once a dilemma and a strategy inpromoting education in regional areas. This article reports on one aspect of the work of a cohort of 23 adult literacy teachers living in regional, rural and remote areas of Central Queensland. Discourse theory is used to frame the conceptualisation of one particular teacher's discursive positioning of her work. The article concludes that the relationships between adults positioned as teachers and students can become a community resource with the potential for rural engagement and for transformation of social and economic capital in such communities.

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Matorevhu, Alois. „Teacher educators’ nature of understanding of adult learning theories application in pre-service teachers’ classes“. Electronic Journal of Education, Social Economics and Technology 3, Nr. 1 (30.04.2022): 24–32. http://dx.doi.org/10.33122/ejeset.v3i1.50.

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Research publications show that they are many different theories which explain how adults learn, but none of them individually fully explains what happens when adults learn, hence cannot be applied universally. Each theory has its own merits and demerits, therefore to maximise learning, a combination of theories should be used. Adult teacher educators’ familiarity with this knowledge base of adult learning improves effectiveness in meeting adult learner needs, since implementation of the most effective ways for adult learning is made possible. The current study sought to find out the nature of experiences of secondary school teachers recruited to be teacher educators at a secondary teachers’ college, had during the transition from teaching children (pedagogy) to teaching adults (pre-service mathematics and science teachers). Interviews were done, with the view to enable teacher educators to compare their experiences during training (as adult learners) in various teacher education institutions, teaching children at secondary school level, and teaching adults at the teachers’ college in the current study. Interview responses were coded to come up with themes which were analysed. Findings show that learning and application of adult learning theories is a missing link in teacher preparation institutions in Zimbabwe. In order to align teacher preparation with the current Zimbabwean curriculum, training institutions must prepare prospective teachers for both pedagogy and adult learning theories, so that they adapt as the situation requires. This resonates with metagogy, a hybrid of pedagogy and adult learning theories. Preparing teachers this way is in line with best practices, which engender competitiveness to deal with diverse teaching and learning situations, in the 21st century.

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Шарчевић, Иван, und Слађана Шарчевић. „СТРУЧНО УСАВРШАВАЊЕ И НАПРЕДОВАЊЕ У ЗВАЊИМА НАСТАВНИКА У ОБРАЗОВАЊУ ОДРАСЛИХ – ИЗМЕЂУ ПОТРЕБЕ И ОБАВЕЗЕ“. ГОДИШЊАК ЗА ПЕДАГОГИЈУ 8, Nr. 2 (13.02.2024): 87–98. http://dx.doi.org/10.46630/gped.2.2023.6.

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This paper is aimed at looking at the legal obligation of professional training of teachers in schools for basic education of adults, and by reviewing the literature of perceived needs in daily practice, as well as pointing out the possibilities and limitations of advancement to higher titles in the teacher’s professional career. Teachers in elementary education have a predominantly passive role in choosing the form of professional development, that is, they only participate in certain mandatory forms and are rarely active participants in making decisions on this issue. The involvement of teaching staff dealing with adult education in professional training programs is a neglected topic. The law provides for promotion in the ranks of teachers, as well as prescribed benefits that accompany professional development, but they are absent in practice. The specific work of schools for basic adult education requires great commitment and expertise, and initial education does not always meet the requirements regarding teacher expertise. Content analysis revealed that teachers have limited opportunities for professional development through accredited training in the domain of adult education. Current trends in the field of adult education offer significant opportunities for connecting with other actors and encouraging practitioners through numerous European organizations and projects of learning, professional training and teacher mobility. Greater support from the competent ministry, adequate valuing of professional staff and promotion of the teaching profession can be a significant part of solving the perceived problems in this area

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Dissertationen zum Thema "Adult education teachers"

Miller, Catherine Marie 1959. „Teachers as problem solvers/problem solvers as teachers: Teachers' practice and teaching of mathematical problem solving“. Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282150.

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This study investigated the relationship among three high school mathematics teachers definitions and beliefs about mathematical problem solving, their problem solving practices and how they teach mathematical problem solving. Each teacher was interviewed three times and observed once during a problem solving lesson. Data comprised of transcriptions of audio tapes, field notes, and completed problem solving checklists were used to prepare the case studies. While the definitions, practices and teaching of the teachers varied, the findings were consistent within each case. The results suggest that how teachers are taught and what they learn as students are related to how they teach mathematical problem solving.

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Fitzgerald, Andrew T. „Supporting teachers' integration of technology with e-learning“. Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1603340.

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Teachers need training to integrate technology into classroom curriculum, activities, and pedagogy. The adoption of the Common Core State Standards and statewide computer based assessments, coupled with technology’s rapid rate of innovation and change, has only increased the need to help support teachers’ development of these necessary skills. The purpose of this project was to create an online-based e-learning professional development training module for teachers to develop their technological, pedagogical, and content knowledge (TPACK) and skills. The design of the training module incorporated e-learning design principles, adult learning principles, and current research on developing teachers’ TPACK. To provide feedback on the design, teachers from two middle schools in Southern California were invited to use the training module, and were surveyed regarding their experiences. Results of the survey indicate participants gained knowledge and skills for using their school computer lab, integrating technology into their classroom instruction, and overall, were pleased with the e-learning training module.

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Floyd, Tuboise D. Witte James E. „An exploratory study of the philosophy and teaching styles of Georgia workforce educators and entrepreneurship instructors“. Auburn, Ala, 2010. http://hdl.handle.net/10415/2046.

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Hallam, Teresa Alberte. „Sociocultural Influences on Computer Anxiety Among Preservice Teachers: An Exploratory Study“. University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1207847227.

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Mercieca, Paul. „Teacher attitudes to approaches to teacher education in adult TESOL“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1732.

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This study looked closely at the attitudes of TESOL teachers to a range of approaches to teacher education, with particular emphasis on the role of classroom observation. The influence of pre- and in-service training and the school environment was probed through semi-structured interviews and confirmatory discussions. Participants for this qualitative study were practising TESOL teachers at the Centre for International English, Curtin University, Western Australia. The approach taken was to allow them, as far as possible, to identify issues in teacher education for themselves. At the same time, their words were used, where possible, to describe attitudes to these issues. Any categories which emerged during analysis were regarded as flexible and dynamic. The research shed useful light on the attitudes of teachers with implications for teacher educators in TESOL. It found that informants introspecting on teacher education were mainly concerned with classroom events, but also believed factors outside the classroom and teaching itself, such as personal experience, to be worthy of consideration. The range of contexts in which teacher development takes place is represented in this study as the 'Action- Reflection continuum', which covers six linked aspects. Teaching, the first aspect, is at the 'action' end of the continuum, which then moves through Observing, Being observed, Hearing and Talking about Teaching, Reading and Writing about Teaching, and finally to Personal Development, at the 'reflection' end. Within the individual aspects of teacher development a range of main factors were found to be influential. These were the degrees of experience, comfort, formality, reality, contact with others, and the appropriate balance between theory and practice. A number of clear and consistent views emerged. Teaching itself was clearly a major context for development and unobserved teaching was felt to be extremely valuable at both pre- and in-service. At the same time feedback was considered to be so crucial that some form of observation was essential and unavoidable. When teachers themselves are observed by senior staff, a range of situational factors influence the level of comfort experienced and development taking place. Clearly peer observations were felt to be valuable and less threatening in general. They were felt to be most useful at in-service level, but generally conducive to teacher development. Informants also felt that there were developmental opportunities outside the classroom, particularly of an informal nature, via workshops and other staff interactions, and via personal reflection. The findings of the study support the now strong conviction amongst many of those writing about teacher education that experiential and reflective approaches are preferable to purely behavioural. Previous findings that teachers wish to be actively involved in their own development, participating and interacting with colleagues within a framework of strong institutional support, are also vindicated. At the same time it is clear that more traditional supervisory and evaluative approaches to such matters as classroom observation are still felt to be essential.

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Stewart, Heather M. „Perceived instructor effectiveness in Canadian prison adult basic education“. Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29602.

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In the latter part of the 1980's, contracting by the Correctional Service of Canada with private and public institutions accelerated. This contracting included provision of educational programs. Therefore, as a result of a new emphasis upon Canadian literacy education during the same period, there arose a need to select numbers of contract personnel who would be effective in prison adult basic education teaching. Subsequently, eighteen teachers in the Ontario and Pacific Regions of the Correctional Service of Canada were subjects of a study that sought information about effectiveness criteria to assist in the selection of teachers for prison adult basic education teaching. The Evaluation of Teacher Behaviors rating instrument established an upper quartile that identified five prison adult basic education teachers perceived as most effective, and a lower quartile of five prison adult basic education teachers perceived as least effective. Teachers completed the Demographic Data Questionnaire, providing information about academic education, teaching experience, additional training and education, and certification. They then participated in a structured, oral interview, the Correctional Teacher Interview Survey, responding to questions about their teaching strategies and their personal beliefs regarding the effects of prison education. Three experienced correctional educators rated these responses according to criteria that suggested possession of qualities such as sense of mission, structure, and empathy. Three teachers from the high group also responded to the Supplementary Questionnaire, which asked for their perceptions of their own schooling, relevant life experiences, and attitudes to their students as individuals. Analysis of the results of the Evaluation of Teacher Behaviors indicated statistically significant differentiation between the two groups on each of eleven criteria, with greatest differentiation for the criteria original, overall effective, adaptable, and stimulating. Analysis of responses to the Demographic Data Questionnaire showed that in the high group there was a greater percentage of teachers who had recently been involved in supplementary training and continuing education experiences. The low group of teachers possessed more years of experience in public/parochial school teaching than did teachers in the high group. The three correctional educators who rated the subject teachers' responses to the Correctional Teachers Interview Survey found that the teachers in the high group scored better on the characteristics clarity, desire to help students grow, structure, and empathy than did teachers in the low group. Analysis revealed that both the students who rated the eighteen teachers on the Evaluation of Teacher Behaviors instrument and the three correctional educators who rated the responses of the same teachers to the Correctional Teacher Interview Survey had, according to these ratings, similarly placed eight of the ten subject teachers in their respective high and low groups. The Supplementary Questionnaire revealed that three teachers from the high group possessed similar experiences in their personal and professional backgrounds and currently employed similar teaching strategies. Findings from this study have suggested that teachers who are perceived effective may possess behavioral characteristics, life and work experiences, and similar teaching strategies that distinguish them from those who are perceived to be low in effectiveness. Appropriate application and interview techniques could be designed to elicit information about these distinguishing elements.
Education, Faculty of
Graduate

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Serumola, Patrick Abednico. „Improving performance in higher education“. Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.

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Pike, Freddie Raymond. „Designing a Bible teaching skills course for adult teachers“. Theological Research Exchange Network (TREN), 2003. http://www.tren.com.

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Martin, Paul R. „Artists as teachers in contemporary adult education : a case study“. Thesis, University of Surrey, 1999. http://epubs.surrey.ac.uk/843935/.

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This Inquiry focuses on the role of artist/teachers in contemporary Adult Education. It investigates the extent to which those artist/teachers who attempt to introduce adult learners to fine art, face ethical and practical dilemmas arising from the conflicting pressures of their roles. The initial focus arose from my personal observations and experience as an artist/teacher. Added to this were concerns from my perspective as a course leader and organiser in Adult Education (AE). It seemed that a combination of a consumer-led curriculum and government funding policies based on economic needs, were restricting the provision that could be offered by a Local Education Authority supported AE Centre. In particular there was a concern that art education which caused the adult learner to engage in transformative learning, requiring reframing of their familiar constructs, values and beliefs, was increasingly constrained by the prevailing socio-economic conditions. Because of the complex nature of the focus of this inquiry the literature search ranged from socio-economics, education policy and adult education, to the nature of art, formal art training and art in adult education. As there was little direct information on artist/teachers in AE, the empirical research was undertaken in the form of a case study on a group of artist/teachers working on a certificated programme within an AE centre based in a Further Education college. This research found that artist/teachers faced ethical and practical dilemmas which arose when their professional practice and allied values and beliefs, were compromised by the conflicting pressures which they faced from students and AE organisations. There are wide implications for both artist/teachers and AE organisers regarding the extent to which the professional integrity of practitioners, and emancipatory and transformative educational values and practises should be compromised in the face of consumer pressure. It is recommended that further research is carried out to see to what extent these findings are valid for artist/teachers in other AE contexts and if teachers from other disciplines who challenge students' constructs have similar experiences.

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Hochstetler, Jay Jon. „A qualitative study of the self-reported beliefs and behaviors of graduates of three doctoral programs in adult education“. Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917828.

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This study consisted of qualitative interviews with eight recent graduates of doctoral programs in adult education from each of three different universities (a total of twenty-four respondents). The question that was addressed by this study is: "What are the shared beliefs and behaviors of those who have completed doctoral studies in adult education."The respondents to this study gave forceful support to the argument that adult education is a practice-oriented field. Their responses consistently focused around the practical. They were interested in research for the applications that it would give them for their practice. They were interested in teaching methods. They wanted to see fewer administrative and delivery barriers to adult education. They mentioned empowerment and application as purposes of adult education. In general, they viewed adult education as a field of practice that related directly to what they were doing to educate adults and they were really more interested in teaching methodologies and other practical information than in theoretical foundations. This orientation was reinforced by the overwhelming support for Malcolm Knowles as an author who has had a great influence on their development as adult educators.
Department of Educational Leadership

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Bücher zum Thema "Adult education teachers"

Rebecca, Rogers. Adult education teachers: Developing critical literacy education. New York: L. Erlbaum Associates, 2008.

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Mohanty, Sunil Behari. Lifelong and adult education. New Delhi: Ashish Pub. House, 1988.

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Pamela, Letourneau-Fallon, und Educational Resources Information Center (U.S.), Hrsg. Reflections on workplace education: Teachers talking to teachers. Ruthland, Vt: Better Education Skills Training Program, Vermont Institute for Self-Reliance, 1996.

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Reddy, P. Adinarayana. Adult education programmes in India. Allahabad, India: Chugh Publications, 1990.

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United States. Dept. of Education, Hrsg. Teachers leading the way: Voices from the National Teacher Forum. [Washington, D.C.]: U.S. Dept. of Education, 1998.

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Murray, Nancy. Thandeka's story: A book for literacy teachers. Cape Town, South Africa: Buchu Books, 1993.

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Madan, Singh. Companion to adult educators. New Delhi: National Literacy Mission, Directorate of Adult Education, 1999.

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John, Cummins, Groombridge Joy und National Institute of Adult Continuing Education., Hrsg. Adult learning strategies and approaches(ALSA): Resources for teachers of adults. Leicester: NIACE, 1987.

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Reddy, P. Adinarayana. Determinants of adult education instructor effectiveness. New Delhi: Uppal Pub. House, 1992.

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F, Pappalardo Michele, Gonzalez Manuela und Educational Resources Information Center (U.S.), Hrsg. Workforce Education Institute: Final report, 1998-1999. Bethlehem, PA: Northampton Community College, 1999.

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Buchteile zum Thema "Adult education teachers"

Minton, David. „Observing Other Teachers“. In Teaching Skills in Further & Adult Education, 19–22. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-12278-3_4.

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McGriff, Mary, und George E. Jackson. „Adult Learners of Color as Aspiring Teachers“. In Global Citizenship for Adult Education, 20–29. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003050421-5.

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Brown, Lindsey. „Developing Cultural Pluralism in Adult English Language Learning Education“. In Empowering Teachers for Equitable and Sustainable Education, 231–50. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781032699295-14.

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Simmons, Holiday. „Literacy Education as Activism“. In Adult Education Teachers, 135–46. Routledge, 2020. http://dx.doi.org/10.1201/9781003064534-12.

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Simmons, Holiday. „Literacy Education as Activism“. In Adult Education Teachers, 135–46. Routledge, 2020. http://dx.doi.org/10.4324/9781003064534-12.

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Campbell, Sarajane. „Disrupting Cultural Models of Education“. In Adult Education Teachers, 189–201. Routledge, 2020. http://dx.doi.org/10.1201/9781003064534-17.

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Campbell, Sarajane. „Disrupting Cultural Models of Education“. In Adult Education Teachers, 189–201. Routledge, 2020. http://dx.doi.org/10.4324/9781003064534-17.

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Walker, Dorothy F. „Teaching the Codes of Power“. In Adult Education Teachers, 119–33. Routledge, 2020. http://dx.doi.org/10.1201/9781003064534-11.

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Omurtag, Janet. „Ethics and English Teaching“. In Adult Education Teachers, 147–58. Routledge, 2020. http://dx.doi.org/10.1201/9781003064534-13.

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Dorothy, Holiday und Janet. „Recognizing and Valuing Multiple Literacies“. In Adult Education Teachers, 159–71. Routledge, 2020. http://dx.doi.org/10.1201/9781003064534-14.

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Konferenzberichte zum Thema "Adult education teachers"

Dementieva, T. G. „FOREIGN LANGUAGE ENVIRONMENTAL EDUCATION FOR SPECIALISTS AS A FACTOR OF SUCCESSFUL PREPARATION TOWARDS INTERCULTURAL COMMUNICATION“. In SAKHAROV READINGS 2022: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute of Belarusian State University, 2022. http://dx.doi.org/10.46646/sakh-2022-1-53-56.

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The purpose of additional adult education is the personal development of students as subjects of intercultural communication. Foreign language environmental education of specialists is one of the conditions for successful preparation for intercultural communication. To achieve this goal, teachers use various pedagogical technologies for teaching adults, which helps to increase the communicative motivation of adult students, increases their activity, and contributes to the intensification of the educational process. The article presents the experience of working with the educational material of the authentic textbook «EDITO A2», dedicated to the analysis of environmental problems in francophone countries: France, Belgium, Switzerland and Canada.

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Silvestru, Catalin ionut, Virgil Ion, Marianernut Lupescu, Camelia ramona Silvestru (bere) und Vasilica cristina Icociu. „EPALE FOR ONLINE ADULT EDUCATION IN ROMANIA“. In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-247.

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Taking into account the growing importance of online platforms for education, the current case study focuses the viability and high effectiveness of online adult education and training of EPALE in Romania. EPALE (Electronic Platform for Adult Learning in Europe) represents a multilingual community for teachers, trainers, academics, policymakers and anyone else with a professional role in adult learning across Europe. The case study is based on a quantitative analysis, focusing on the various reasons why online adult education and training represents a good step in lifelong education. The present study presents a formal quantitative point of view, based on survey conducted on various age categories of people. The methodology is based on statistical quantitative survey, using a questionnaire with 20 questions and grows upon the result of 3 open questions. The survey is constructed upon the active population of EPALE adult education programs collecting the data using an online platform. By using a random online survey, we support our conclusions using a fixed sample of the population. The main variables taken into consideration are: age, number of adults that are active in EPALE online education programs, regions, urban and rural areas. Using the ANOVA statistical test and studying the Independent T-test and Paired Sample T-test, we conclude with regard to the possible differences within the studied groups on the usage, viability, and effectiveness of EPALE adult education in Romania. After studying the survey results on a quantitative level, we can intervene and conclude on the importance of lifelong learning that is statistically sustained by EPALE online adult education.

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Fahimah, Nurul, Ace Suryadi und Asep Saepudin. „Andragogy Based E-learning Model for Early Childhood Teachers in West Java“. In First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.005.

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Gould, Robert, und Roxy Peck. „Preparing Secondary Mathematics Educators to Teach Statistics“. In Curricular Development in Statistics Education. International Association for Statistical Education, 2004. http://dx.doi.org/10.52041/srap.04404.

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In this paper, we address two Roundtable topics: distance education and developing teachers' statistical knowledge. We describe a new professional development program for secondary school mathematics teachers who are preparing to teach statistics. We also discuss what we have learned in our efforts to design a course that has a significant online component and that is relevant and useful from a teacher’s perspective. We describe the ways in which our online environment incorporates group work, self-study, concept exploration, and assessments. We also discuss the challenges associated with delivering the necessary content while simultaneously accommodating the practical time constraints of adult students who are, themselves, teaching full-time.

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G S, Padmashree, und Mamatha H K. „TRANSFERENCE OF TEACHERS’ EMOTIONAL INTELLIGENCE TO STUDENTS DURING ADOLESCENCE“. In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end088.

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"Introduction. This study explores the impact of teachers’ emotional intelligence on the emotional intelligence of students aged between 14 to 16 yrs. studying in the 9th and 10th grade. The study is interested to understand the level of transference of teachers’ emotional intelligence to the students through the teacher-student interactions that happen at schools. This is the age where the students are highly vulnerable to their surroundings and need highest support from teachers and teachers’ way of behavior has huge impact is the hypothesis. Background. Adolescence is a very vulnerable age where the children need the support of an adult to identify and maneuver through life. School is one place where this is accomplished majorly. But are the teachers equipped enough to provide this support emotionally in this new generation with technological advancements? And how is the EI of teachers affecting that of the students? This study focuses on this question. Methodology. This is a quantitative analytical study involving administering of two questionnaires (one to teachers and one to students). Sample considered were students and teachers from schools from Karnataka state who consented to be part of the study. Each teacher was mapped to the students who were taught by the teacher. Emotional Intelligence of both teachers and students was measured using Bar-On EIQ. Results. There is no correlation between the teachers and students’ emotional intelligence. Analyses was performed using mean analysis, Anova and exploring correlations between the components of EI between teachers and students. Conclusion. This result of no correlation could be due to lockdown and further research (both qualitative and quantitative) needs to be conducted to see if this is the effect of the pandemic and the lockdown."

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O'Lawrence, Henry. „A Review of Distance Learning Influences on Adult Learners: Advantages and Disadvantages“. In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2876.

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This paper discussed the advantages and disadvantages of distance learning influences on adult learners. Distance learning has become popular in higher institutions because of its flexibility and availability to learners and teachers at anytime, regardless of geographic location. With so many definitions and phases of distance education, this paper only focuses on the delivery mode of distance education (the use of information technology), background, and its disadvantages and advantages for today’s adult learners. Overall, distance learning is increasingly becoming an alternative in education, industry, large corporation, and various government entities, by and large when students, employees are far and wide spread geographically within and outside that region in which the course has been taken place. As a result of this success, the benefits of distance learning have led many higher educational institutions to implement some distance learning classes, even if on an experimental basis. As a consequence, society in general may benefit from an overall increase in literacy through greater access to education (Belanger & Jordan, 2004). In the United States alone, 62% of public 4-year institutions offered some courses over the Internet in 1995, an increase of 150% over 1992 (National Center for Educational Statistics, 1997).

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Bodescu, Alin. „DISRUPTING ADULT LEARNING IN MILITARY STAFF TRAINING AND EDUCATION“. In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-004.

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In adult education we hear less and less references to teaching/ teacher or training/ trainer and more and more to learning/ learner and learning facilitator. What does that mean? If 50 years ago the learner's education was entirely dependent on highly skilled teachers, nowadays the learner is immersed and virtually surrounded by knowledge expressed in an incredible broad array of manifestation: written, spoken, illustrated, broadcasted and virtually shared (almost) for free. The way people have connected to each other over decades made the difference. From this perspective, generation X has been an ocean of isolated social groups, going to school and waiting for the teacher to deliver a formal curriculum, leaving them few choices and chances do get it by themselves. Time has changed and generation Y, and to a larger extent generation Z, can be imagined as individuals forming up nodes in a network of networks, highly dependent on Internet-connected mobile devices, taking a lot of information they need in informal or non-formal manners. We witness an accelerated technological advance reflected in the way people communicate and access the knowledge and real life experiences. Fifty years ago, the learner had to go to the public library and spend hours to get a piece of information from books. Nowadays, anyone might get it in minutes, from the most remote place in the world by joining online a professional group on LinkedIn. The approach toward adult education has also changed and new ways of influencing learner's behaviour has been implemented by the relevant academic world. Various disruptive ways to improve learning experience and integrate new information technology and trends in communication and social interaction into andragogy have been promoted by universities around the world. Military staff training and education has an important practical dimension, yet it might be assessed as being a trainer oriented activity rather than a learner driven process. This paper investigates possible ways and options to disrupt classical learning in military staff training and education opportunities and find answers to several questions. What does it take to adjust the learning environment to the reality we live? How much "classical" training can be disrupted by the "innovative" technology and recent progress in andragogy?

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Stefan, Iulia, Lia Pop, Teodora Praja und Nicolae Costea. „Virtual Reality for Adult Training“. In AHFE 2023 Hawaii Edition. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004441.

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In many different industries including IT, business, medicine, engineering, and many more, technology refers to a collection of methods and information that are used to develop, produce, and improve services and products. Technology has evolved quickly in recent years, and innovations have completely changed how we work, live, and interact with the world. For instance, the Internet has made it possible to access a vast quantity of information and quick communication through a variety of applications like Facebook and Instagram, and being able to swiftly access it on our phones enables us to be constantly connected to social networks and various other resources. As such, digital technologies offer a unique opportunity to improve educational standards. On the one hand, teachers and trainers become equipped with cutting-edge tools that help them engage their classroom with contextualized information in a way that is not only personalized and differentiated according to everyone's distinctive progress and needs but also time-efficient. Alternatively, students benefit from a customized learning experience that is also sensitive to their performance, sometimes through an immersive experience, to be able to go on and use their education to contribute to the society they will live in in the future. As such, the advantages of integrating digital technologies with pedagogy to develop an elevated learning environment have become increasingly apparent. Virtual reality is one of the most recent developments in technological innovation that is being used as a tool for educators in the educational process in nations with more developed economies. People are captivated by virtual reality because of the intriguing images, the distinctive experience it provides, and the way it captures their attention consistently. Immersion in a virtual space becomes an experience through which users can unconsciously integrate the knowledge, images, and content they are exposed to, which has a real and positive effect on their mental health. Training in fields where the direct experience could provoke more cognitive and behavioral damage is training teachers for children with special needs. As it offers a realistic and interactive experience in a regulated and safe setting, virtual reality can be a highly beneficial tool for the training and education of teachers working in such environments. In such an immersive environment, teachers can learn how to react appropriately and deal with challenging situations because a virtual reality application can simulate scenarios that imitate the distinctive behaviors of children. In these scenarios, each child's particular needs and preferences may be attended to, which might be challenging to imitate in the real world. The current work seeks to create experimental game scenarios tailored for special needs classroom training, assess their usefulness, and examine how they affect the growth of children's social and communicative abilities. The game scenarios are based on real teaching practice in different contexts working with special needs children and integrate practical innovative methodologies in instruction. Functionalities to help adults learn and recognize easily real-life scenarios in the classroom context and instruments to manage difficult emotional and behavioral manifestations of children between 3-6 years old make the approach a solution to consider for future training of specialized personal and not only.

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Jekabsone, Inga, und Ina Gudele. „Challenges of the adult learning sector in context of COVID-19 in Latvia“. In 22nd International Scientific Conference. “Economic Science for Rural Development 2021”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2021. http://dx.doi.org/10.22616/esrd.2021.55.012.

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The COVID-19 pandemic has affected the way people work and learn in unprecedented ways. Also, the pandemic has moved more business activity online, increasing the need for training and prompting them to build more online trainings. In this time of crisis, a suitable response requires novel ways to enable interaction between adult learners, adult learners and teachers, adult learners and content using online tools so that no one is left behind. In the context of regional development, online adult learning provides economic active inhabitants with wide opportunities since employees are able to attend high-quality trainings regardless the place of residence. In context of COVID-19, during the emergency situation Latvia has fully moved to remote learning, including adult learning. Educational institutions as well as enterprises that organise trainings for adults have to implement remote learning using several online tools. The aim of the paper is to analyse the main challenges of the adult learning sector in Latvia in context of COVID-19 taking into consideration the regional development issues. In order to achieve the aim, following research methods have been used: scientific literature studies, statistical data analysis, interviews. Main results of the survey: in case of Latvia, the Ministry of Education and Science of Republic of Latvia has launched several initiatives towards enabling the shift to online learning, providing recommendations, digital tools as well as good practice sharing. At the same time, there is no methodology and detailed step-by-step recommendations, how to develop the online education learning for educational institutions in Latvia. However, there are incentives to develop online adult learning via project funding.

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Petruta, Coman, und Liliana Ezechil. „STUDY REGARDING THE USE OF COMPUTER IN ADULTS’ EDUCATION“. In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-020.

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This paper presents a study having as its purpose the investigation of the trainees’ satisfaction degree regarding the use of computer by adult trainers in the teaching-learning-evaluation process. In the first part, it makes a descriptive analysis of adult trainers’ and trainees’ perceptions on the use of computer in didactic actions. The study goes on by highlighting the existence of significant differences between the perceptions of adult trainers regarding the use of computer in the didactical process and the trainees’ perceptions regarding the acquirement of professional behaviors when adult trainers use computer in the classroom. Eighteen adult trainers and thirty-six trainees involved in continuous training courses organized by the Department of Teachers’ Training within the Pitesti University participated in this study. The following were included in the criteria for the selection of adult trainers: the educational level, the expert knowledge, the pedagogical skill, the quality of the didactical, scientific and research activity, and the run-through training programs in the information and communications technology and computer-based training fields. The interest of such research focused on two aspects, i.e.: one aspect focused on the identification of particular aspects of the computer use in the teaching-learning-evaluation process and on the deep understanding thereof – qualitative research, and a second aspect focused on the identification of general aspects allowing a wider understanding of the phenomon, irrespective of the categories of trainees benefitting from training within the programs promoted by the Department of Teachers’ Training in the Pitesti University; such approach is specific to quantitative research. The research design is a multi-method design, based on distinct methods for collecting qualitative and quantitative data; for this reason, for collecting the research data, semi-structured in-depth interviews based on the focus group method and questionnaires evaluating the acquisition of professional behaviors were used. The results of this study highlight the fact that the use of computer by adult trainers in the didactic activities underlines a series of vulnerabilities in the acquisition of trainees’ professional behaviors.

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Berichte der Organisationen zum Thema "Adult education teachers"

Benson, Vivienne, und Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, Februar 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.

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Iqbal, Sania, und Wahid bin Ahsan. Environmental Education and Recycling Practices Among Underprivileged Children in Bangladesh. Userhub, Mai 2024. http://dx.doi.org/10.58947/tkql-nfhb.

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This study explores the awareness and practices of reuse and recycling among underprivileged children in Bangladesh, aiming to enhance environmental sustainability through educational strategies. Interviews with children, parents, teachers, NGO workers, community leaders, and government officials reveal significant gaps in understanding and practicing waste management. While children show creativity in repurposing materials, challenges such as limited adult awareness and insufficient government initiatives persist. The study recommends integrating environmental education into school curricula, promoting hands-on learning, increasing community and governmental support, and leveraging cultural practices to foster sustainable behaviors. These strategies aim to create an environmentally conscious society and empower children as proactive environmental stewards.

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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, Mai 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.

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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, Mai 2014. http://dx.doi.org/10.34074/ocds.003.

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Midak, Lilia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, Jurij D. Pahomov, Victor M. Lutsyshyn und Aleksandr D. Uchitel. Augmented reality technology within studying natural subjects in primary school. [б. в.], Februar 2020. http://dx.doi.org/10.31812/123456789/3746.

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The purpose of the research is creation of mobile app (supported by Android) for visualization of chemical structure of water and to display video- data of laboratory experiments that can be used by the teacher and pupils for an effective background for learning natural cycle subjects and performance of laboratory experiments in the elementary school using lapbook. As a result of work, aimed at visualizing the education material, a free mobile app LiCo.STEM was developed; it can be downloaded from the overall-available resource Google Play Market. Representation of the developed video materials on the mobile gadgets is conducted by “binding” them to individual images- “markers” for every laboratory experiment. Applying such technologies gives an opportunity to establish educational activity, based on interference of adults with children, oriented on interests and abilities of each kid, development of curiosity, cognitive motivation and educational energy; development of imagination, creative initiative, including the speech, ability to chose the materials, types of work, participants of the common activity, promotion of conditions for parents participate in the common study activity.

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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, Dezember 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.

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Kenya: Communities support adolescent reproductive health education. Population Council, 2003. http://dx.doi.org/10.31899/rh2003.1004.

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Young people in Kenya have limited knowledge of reproductive health (RH) and face many challenges in their transition to adulthood. Chief among these challenges is the high prevalence of HIV/AIDS among adults and its increasing incidence among rural youth. In 1999, FRONTIERS initiated a three-year project in Kenya to test the feasibility, effectiveness, and cost of interventions to improve adolescent RH. The project, implemented jointly with the Kenyan government and the Program for Appropriate Technology in Health (PATH), was part of a four-country study that examined ways to improve knowledge, attitudes, and behavior of adolescents aged 10 to 19 years. The study took place in six rural communities in Kenya’s Western Province. Two sites received community and health interventions. Two additional sites also received a third school-based intervention, in which teachers, peer educators, and guidance counselors were trained to teach a “life skills curriculum” that included modules on RH, sexuality, and HIV/AIDS. Two control sites received the prevailing government services. As noted in this brief, community, health, and school interventions in rural Kenya increased understanding and discussion of adolescent RH, including prevention of HIV/AIDS, and encouraged safer sexual behavior among young people.

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Senegal: Involve community networks in adolescent reproductive health. Population Council, 2003. http://dx.doi.org/10.31899/rh2003.1006.

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Senegal is undergoing rapid urbanization, leading to changes in traditional social and family structure. With these changes there is a rise in early sexual activity among young adults, and increased exposure to unwanted pregnancy and sexually transmitted infections (STIs). In Senegal, where 28 percent of the population is 10–19 years of age, a renewed focus on reproductive health (RH) services appears timely. In 1999, FRONTIERS began testing the feasibility, effectiveness, and cost of several interventions to improve the RH of youth. The study took place in three urban communities in northern Senegal. Two served as intervention sites where community- and clinic-based interventions were offered (and in one a school-based intervention was included). One served as a control site. The community intervention included sensitization on adolescent RH for community and religious leaders, communication with parents, and education sessions. As part of the clinic-based intervention, providers and peer educators were trained to offer youth-friendly services. The school-based intervention trained teachers and peer educators to provide RH information to in-school and out-of-school youth. As noted in this brief, the intervention increased community awareness and improved young people’s knowledge.

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