Relevant bibliographies by topics / Adult education teachers

Academic literature on the topic 'Adult education teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 March 2023

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Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Journal articles on the topic "Adult education teachers":

1

Sytnyk, Olga. "ADULT EDUCATION TEACHERS’ TRAINING IN IRELAND." Continuing Professional Education: Theory and Practice, no. 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.
2

Başkan, Yusuf, and Mehmet Bars. "Opinions of Classroom Teachers Working in Public Education Centers on Adult Education." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 12, no. 1 (June 18, 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.
3

Kurtts, Stephanie A., Jewell E. Cooper, and 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, no. 4 (October 2007): 233–36. http://dx.doi.org/10.1177/088840640703000403.

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McHardy, Janet, and Elaine Chapman. "Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read." Literacy and Numeracy Studies 24, no. 2 (December 15, 2016): 24–42. http://dx.doi.org/10.5130/lns.v24i2.4809.

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Despite large-scale interventions, significant numbers of adults worldwide continue to have problems with basic literacy, in particular in the area of reading. To be effective, adult reading teachers need expert knowledge at practitioner level. However, practices in adult reading education vary widely, often reflecting the individual beliefs of each teacher about how an adult can learn to read. In this study, phenomenographic analysis was used to identify categories of approaches to teaching adult reading, used by a group of 60 teachers in Western Australia and New Zealand. Four approaches were identified: reassurance, task-based, theory-based and responsive. It is argued that for teachers to become effective and consistent in responding to learner needs, they must understand their own beliefs and the consequences of these. The identification of different approaches in adult reading education is an important step in this process.
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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, no. 1 (April 30, 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.
6

Wahlgren, Bjarne, and Kristina Mariager-Anderson. "Improving Completion Rates in Adult Education Through Social Responsibility." Adult Learning 28, no. 1 (July 25, 2016): 20–26. http://dx.doi.org/10.1177/1045159516634078.

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Dropout is a serious problem within education. This article reports on an intervention project, titled “New Roles for the Teacher—Increased Completion Rates Through Social Responsibility,” which sought to reduce nonattendance and drop-out rates in the Danish adult educational system by improving teachers’ competences. This goal was pursued by engaging teachers in training programs aimed at improving their relational competences. The data showed that these focused training programs have an effect on the educational culture at the colleges and on the teachers’ attitudes toward the importance of reducing drop-out rates. As a consequence, the teachers acted more consistently and purposefully to prevent dropout, and a positive effect of the intervention on drop-out rates was documented.
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Zepp, Lauren, Carlyn Mueller, and Melinda Leko. "Expanding Preservice Teachers’ Conceptions about Disability Through Young Adult Literature." Journal of Special Education Preparation 2, no. 3 (December 1, 2022): 32–38. http://dx.doi.org/10.33043/josep.2.3.32-38.

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This article provides information and resources to help special education teacher educators improve preservice teachers’ competence for working with disabled1 students and addressing ableism in their classrooms, by incorporating young adult (YA) literature into special education teacher preparation experiences. Embedding YA literature with representations of disability can address ableism in education by helping preservice special education teachers to conceptualize disabled adolescents differently. Current approaches to teacher education may reinforce dysconscious ableism (Broderick & Lalvani, 2017) and undergird educational segregation on the basis of disability. After reviewing current literature on addressing ableism during teacher preparation and using YA literature in teacher education, this article models how special education teacher educators can critically examine YA texts by providing criteria for evaluating representations of disability and a unit plan with three lessons for use in an introductory special education course. A bibliography of young adult books featuring characters with disabilities is also provided.
8

Kristiansen, Aslaug. "On Teachers’ Interpretations of Responsibility in a Norwegian Language Training Programme." Nordic Studies in Education 42, no. 2 (May 18, 2022): 143–57. http://dx.doi.org/10.23865/nse.v42.3246.

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This study aims to investigate how teachers carry out their professional responsibility in daily teaching. It is conducted at a school that offers language training programs for adult immigrants and refugees. The data is based on participant observation in classrooms and interviews with the teachers. The findings indicate that a clear consciousness of the role of a teacher seems to be a “governing principle” for the practice of professional responsibility, whether the role concerns being accountable regarding the teacher’s contract with the greater society or moral considerations in the daily student and teacher interaction.
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McCaster, Antonette Lorraine. "Adult Education and Dialogue." Global Journal of Transformative Education 1, no. 1 (January 15, 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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Thies-Sprinthall, Lois, and Norman A. Sprinthall. "Experienced Teachers: Agents for Revitalization and Renewal as Mentors and Teacher Educators." Journal of Education 169, no. 1 (January 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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You might also be interested in the extended bibliographies on the topic 'Adult education teachers' for particular source types:
Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Adult education teachers":

1

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.
2

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.

3

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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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.
5

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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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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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
8

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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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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Burgess, Debra Ann Paton. "Effects of adult developmental stages on the professional education of teachers." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2482.

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The purpose of this study was to examine the stages of teaching careers and staff development preferences within the context of Levinson's (1978) adult development theory. This study found that adult development theory affects teachers' view of their careers and identified four themes across the teaching career: isolation, low perceived status, student relationships, and support networks. Additionally, this study describes what constitutes sound staff development activities. Semi structured group and individual interviews were used to collect data from 31 practicing elementary teachers in two rural northern California schools districts. The sample was selected from autobiographical and professional data questionnaire completed by 159 teachers. Grounded theory was used to analyze data and integrate into a description of teaching careers that spans a range of 30+ years of experience. Four teacher career stages were identified: early, early middle, late middle and veteran. The four themes identified in this study were constant across the teaching career, but the significance varied at each developmental stage. Results supported a differentiated model of staff development based on teacher career stages. A career long, articulated model of teacher staff development was developed, incorporating adult learning principles, reflective practice, and the role of mentor at each career stage. The recommended model in this study focuses on the needs of the teacher at each career stage and views the teacher as a fully, functioning professional. Thus, a major conclusion in this study is the need for a paradigm shift in current staff development practices that focuses on teacher rather than institutional or societal needs. Schon's (1983, 1987) model of reflective practice of conscious reflection before, during and after practice is described to promote teacher growth at each developmental career stage. Finally, this study concludes that support networks are a vital element in teacher professional development and describes the changing role of the mentor throughout the career cycle to assist in the professional growth of the individual teacher.
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Books on the topic "Adult education teachers":

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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, and Educational Resources Information Center (U.S.), eds. 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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Brady, E. Michael. The new teacher of adults: A handbook for teachers of adult learners. Old Orchard Beach, ME: New Teacher Concepts, 2004.

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

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

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Moreland, Willis D. Pioneers in adult education. Chicago: Nelson-Hall Publishers, 1985.

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

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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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Book chapters on the topic "Adult education teachers":

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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, and 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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Simeon-Fayomi, Bolanle C., Valentina Guerrini, and Denise Tonelli. "Are teachers agents of change? Teacher training and the gender dimension in adult education: Italy and Nigeria in comparison." In International and Comparative Studies in Adult and Continuing Education, 149–64. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.10.

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Adult education can play a fundamental role in changing existing gender hierarchies, break-ing down gender stereotypes, and promoting gender equality. Teachers can be important agents of change, but they not only have to be aware of their behaviours, attitudes, and views, they also have to be able to understand the specific needs and interests of learners, to use gen-der-based methods, and to implement practices free of gender stereotypes. In order to do this, adequate education and training are needed, but both in Italy and Nigeria, gender issues are not part of the education and training curriculum, and much remains to be done for raising awareness of this issue.
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Krause, Thorsten, Henning Gösling, Sabine Digel, Carmen Biel, Sabine Kolvenbach, and Oliver Thomas. "Adaptive Cross-Platform Learning for Teachers in Adult and Continuing Education." In Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium, 138–43. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11647-6_24.

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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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Conference papers on the topic "Adult education teachers":

1

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), and 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, and 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, and 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, and 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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Jekabsone, Inga, and 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, and 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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Tūbele, Sarmīte. "Mobile Learning Games for Dyslexic Young Adults." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.13.

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This article is devoted to revealing the theoretical background of dyslexia in young adults to substantiate the chosen approach for mobile learning games. Education in the 21st century has changed just the same as young adult learners; especially those who have some developmental problems, such as developmental dyslexia. If they are lucky to encounter smart teachers, understanding parents, siblings and peers, they succeed in the education system, they reach learning goals and are satisfied with their life quality. If there are gaps between regulations, rules and the real situation, learners lose interest in learning and especially in reading, they do not achieve their learning goals and sometimes they even experience school failure. Educators have to think about new methods, new approaches to diminish the possibilities of failure, to renew interest in learning (and especially in reading) to achieve education goals and to ensure the possibility for better life quality. The article deals with theoretical findings in differences of dyslexia in young adults and the role of technologies and educational mobile games in the learning process.

Reports on the topic "Adult education teachers":

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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, February 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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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 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, May 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.
4

Midak, Lilia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, Jurij D. Pahomov, Victor M. Lutsyshyn, and Aleksandr D. Uchitel. Augmented reality technology within studying natural subjects in primary school. [б. в.], February 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, December 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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