Journal articles on the topic 'Adult education teachers'
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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.
Abstract:
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.
Abstract:
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.
4
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.
Abstract:
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.
5
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.
Abstract:
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.
Abstract:
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.
7
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.
Abstract:
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.
Abstract:
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.
9
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.
Abstract:
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.
10
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.
Abstract:
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.
11
Leahy, Kaitlyn S., and Tawnya D. Smith. "The self-directed learning of adult music students: A comparison of teacher approaches and student needs." International Journal of Music Education 39, no. 3 (February 2, 2021): 289–300. http://dx.doi.org/10.1177/0255761421991596.
Abstract:
Adult music learners may expect to be more independent and therefore more inclined to engage in self-directed learning than younger learners; however, adults may not feel encouraged or supported to self-direct. In this qualitative study, the relationships between six adult instrumentalists and their teachers were examined using Grow’s Staged Self-Directed Learning (SSDL) Model to determine if there was congruence or a mismatch between individual student learning needs and their teachers’ strategies. Teachers reported a willingness to accommodate the self-direction needs of their students. Even in cases of teacher–student mismatch, more direction from the teacher was welcomed when they encountered technical difficulty or an unfamiliar style. Students who reported that they had little experience playing were more inclined to have low to moderate levels of self-direction, whereas more advanced players reported intermediate to high levels of self-direction. Cultural expectations were found to play an important role in determining if students desire to be self-directed learners. The quality of the teacher–student relationship and communication were both found to be an important determinant of successful collaboration. These findings suggest that the theoretical application of the SSDL model could provide teachers a means to assess and discern their adult students’ learning needs.
12
Harreveld, Bobby. "Adult Literacy in Central Queensland." Australian and International Journal of Rural Education 14, no. 2 (July 1, 2004): 39–53. http://dx.doi.org/10.47381/aijre.v14i2.504.
Abstract:
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.
13
Van der Merwe-Muller, Lorna, and Nazreen Dasoo. "South African teachers’ experiences of continuous professional teacher development: Connections and disconnections." South African Journal of Education 41, no. 4 (November 30, 2021): 1–10. http://dx.doi.org/10.15700/saje.v41n4a1919.
Abstract:
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.
14
Gołębieska-Wesołowska, Agnieszka. "THE IMPORTANCE OF TEACHERS’ CONTINUING EDUCATIONWITH USE OF MULTIMEDIA EDUCATION." International Journal of New Economics and Social Sciences 8, no. 2 (December 30, 2018): 291–300. http://dx.doi.org/10.5604/01.3001.0012.9963.
Abstract:
The aim of the article is to describe the impact and significance of not only self-education of teachers, but also continuous training on teacher’s comprehensive development in the entire digital space (including multimedia) which he deals with not only in his professional work. Participation in continuous training in the era of infor-mation society is the only way to successfully adapt man to the changes resulting from the progress of civilization. The wealth of organizational forms of teacher education makes education a good accessible to all, regardless of age, level of education or material status. Adults strive to improve their skills and knowledge. Motivation is one of the most important factors determining the effectiveness of adult learning. It should be remembered that the teach-er's role is crucial in the process of teaching and up bringing children and youth. The profession of a teacher is characterized above all by the fact that his area of activity is contact with people, especially children and youth, and the primary purpose of his actions is to educate. Working as a teacher sets requirements, which are not lim-ited only to the transfer of knowledge. These tasks are also the transfer of experiences, stimulation to being crea-tive, active and motivated, which contributes to the shaping of the value system of a young person. Implementation of these tasks may result with the teacher's feeling overloaded with work. It is important whether the beliefs about the teaching profession are reasonable and the skills are adapted to the position. The profession of teacher and educator is combined with the fulfilment of a social role, which includes, among other things: contact with another person, emotional involvement, and possession of appropriate competences, continuous improvement, functioning in difficult situations, strong social exposure and effective working under the stress. We must remember that not all teachers are equally susceptible to stress and not everyone is equally affected by its effects, so the degree of risk of burnout syndrome differs between individual teachers.
15
Furness, Jane, Bronwen Cowie, and Beverley Cooper. "Scoping the meaning of ‘critical’ in mathematical thinking for Initial Teacher Education." Policy Futures in Education 15, no. 6 (July 18, 2017): 713–28. http://dx.doi.org/10.1177/1478210317719778.
Abstract:
Current strong emphasis on literacy and numeracy in New Zealand educational policy, as elsewhere, reverberates in different ways in institutions charged with children’s and adults’ learning. A common response is to locate literacy and numeracy centrally in programmes aimed at preparing children for and enhancing adult participation in 21st century life and work. These agendas overlap in preservice teacher education. Preservice teachers enter Initial Teacher Education (ITE) programmes as adult learners engaged in building literacy and numeracy capability for teaching across the curriculum, working with student achievement data and administrative tasks, aspects of which may also be useful in their wider lives. These activities involve making judgements that require critical thinking, another key policy focus in New Zealand and internationally for children’s and adults’ learning. This article explores meanings of ‘critical’ in the context of mathematical thinking in ITE programmes. Given that mathematically based arguments can have both helpful and harmful consequences for humanity, we propose that development in preservice teachers’ capacity for critical mathematical thinking is crucial. In these times of significant global change we advocate for development of the kind of critical mathematical thinking that facilitates teachers working actively in pursuit of a socially just and sustainable world.
16
YAREMCHUK, Ivanna. "SPECIFIC FEATURES OF ORGANIZATION OF THE EDUCATIONAL PROCESS OF ADULTS IN THE SYSTEM OF CONTINUING EDUCATION." Cherkasy University Bulletin: Pedagogical Sciences, no. 4 (2020): 158–63. http://dx.doi.org/10.31651/2524-2660-2020-4-158-163.
Abstract:
Introduction. Currently, the system of teacher training continues to actively search for new or- ganizational forms, adjusting the content of the learning process to improve the quality of training. The close attention of scientists is focused on the study of the qualitative organization of the educational process of training teachers for schools. The article is enlighten the research of educational continuing studying which lies in the basis of the system of qualification uprising of educational specialists, the article is enlighten particulars of educational process of specialists which are the mortgage of success in qualifica- tion uprising. The author analyses the education of adults as an integral part of continuing education, factors influencing the attitude of adults to education: the specifics of the motivation of adult learning activities, the nature of the adult's position in learning, the influence of the practical experience of adults in the process of learning. In the article, authors consider the peculiarities of adult education in the system of continuous education. The concept of the results of research of the features of adult learning in the training of teaching staff have been generalized, of the analysis of the process of organization of postgraduate education. The purpose of the article. Based on the study of the system of postgraduate education of teachers to identify features that are inherent in the process of adult learning.The methods of analysis. The theo retical methods of research are used in the article. Results. The article is devoted to the description of the theoretical bases of the research peculiarities of adult education in the system of continuous education of teachers. Originality. The understanding the successful qualification uprising of teachers depends on age and psychological features of a person. Conclusion. It has been proven that adult learning dif- fers significantly from children's education in a clearly perceived need for continuous professional development and growth. It is emphasized that the process of training a specialist-practitioner never ends. The subject who participates in the educational process has a clear goal, is aware of the dependence of its successful achievement on learning, ie on the continuous process of professional development
17
Schmidt-Hertha, Bernhard, and Marius Bernhardt. "Pedagogical Relationships in Digitised Adult Education." Andragoška spoznanja 28, no. 1 (April 14, 2022): 11–24. http://dx.doi.org/10.4312/as/10558.
Abstract:
With the COVID-19 pandemic the education sector is facing major new challenges and opportunities, e.g., changes in the pedagogical relationships between teachers and learners. Various publications have already inquired into the importance of pedagogical relationships in primary and secondary education, but not in adult education. Therefore, a closer look should now be taken at pedagogical relationships in adult education and their impact on successful teaching – both in the analogue and the digital realm. The person-centred approach as well as the approach of professional proximity and distance are relevant concepts in this field. From the perspective of person-centred pedagogy, respectful interaction with one another and the facilitation of an equal dialogue between teachers and learners are of great importance. The relevance of relationships between teachers and learners in adult education should not be underestimated – also with regard to enabling successful relationship building in distance learning.
18
Chychuk, Vadym. "Approaches to Training Teachers of Adults in the UK." Comparative Professional Pedagogy 5, no. 1 (March 1, 2015): 74–79. http://dx.doi.org/10.1515/rpp-2015-0024.
Abstract:
Abstract The article deals with the theoretical foundations of teacher training for adult students in the UK. It has been found out that the system of adult education is based on the andragogical approach that reveals patterns, psychological and pedagogical factors of effective learning. In applying the andragogical approach to adult education the following factors contribute to the learning process improvement: considering the motivation of adult learning, defining educational interests and needs of each adult student, the choice made by andragogue of the learning strategies and techniques designed to increase the professional level of adult education, practical implementation of knowledge and experience acquired by adult students in training process, taking into account the individual characteristics of each participant in the learning process, the desire to cooperate with the teacherandragogue. The theoretical basis of this process is the science of andragogics. It has been revealed that when working with an adult student, the following approaches are used: traditional didactic, problem-search, facilitating that are focused on the content and the learning process. Author determined specific approaches used in the UK for teaching adults, namely active, institutional, competence, synergy and others.
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Kallenbach, Silja, and Julie Viens. "Open to Interpretation: Multiple Intelligences Theory in Adult Literacy Education." Teachers College Record: The Voice of Scholarship in Education 106, no. 1 (January 2004): 58–66. http://dx.doi.org/10.1177/016146810410600107.
Abstract:
This paper discusses how adult literacy educators chose to apply multiple intelligences (MI) theory. The findings fall into two categories of teachers’ interpretation, MI-inspired instruction, and MI reflections. The resulting findings were that these Mi-inspired teaching approaches helped to reduce teacher directedness and increase student control and initiative; to increase the authenticity of the learning experiences; and to make learning meaningful or relevant to students. Having Mi-based learning choices made adult learners more confident about taking greater control of their own learning, and it pushed teachers to allow that to happen. Choice-based activities were instrumental in increasing the relevance and meaning of lessons and in reducing teacher directedness. Understanding the link between students’ perceptions of their abilities and their actual academic performance, AMI teachers set out to create opportunities for students to reflect about their strengths, weaknesses, and interests connecting them to the MI framework. Our data suggest that this, and other forms of MI reflections, prompted adult learners to see themselves as learners in a more positive light after identifying and reflecting on their own abilities. This was particularly the case when they were able to apply their abilities to successful learning strategies in the classroom.
20
Marcus, Alan S. "Rethinking Museums' Adult Education for K-12 Teachers." Journal of Museum Education 33, no. 1 (March 2008): 55–78. http://dx.doi.org/10.1080/10598650.2008.11510587.
21
Coutts, Leah. "Empowering students to take ownership of their learning: Lessons from one piano teacher’s experiences with transformative pedagogy." International Journal of Music Education 37, no. 3 (June 6, 2019): 493–507. http://dx.doi.org/10.1177/0255761418810287.
Abstract:
As the number of adults seeking to learn the piano increases, so too does the need for piano teachers to understand how to better facilitate their learning. Self-direction is an oft-cited requirement of adult learning, but one that is often absent from piano studios. This practitioner-based research investigates the role of the teacher in fostering and supporting self-direction, empowering adult piano students to take ownership of their learning. It offers pedagogical insights into the author’s experiences within her own piano studio and details the practical application of theories and strategies offered within the fields of piano pedagogy and adult learning. This study finds that fostering self-direction is more complex than offering the balance between guidance and freedom that some experts suggest. It also requires strong student–teacher rapport, supporting and building students’ self-efficacy and being willing to set aside expectations. This was made possible by implementing transformative pedagogical strategies, such as effective questioning, collaborative discussions and adapting the structure of lessons. While the author’s journey is uniquely her own, the approaches used to engage adult students with their learning, and the use of reflective practice as professional development, may be of interest to other studio instrumental teachers.
22
Söderström, Tor. "Teaching Online." International Journal of Cyber Ethics in Education 1, no. 4 (October 2011): 10–21. http://dx.doi.org/10.4018/ijcee.2011100102.
Abstract:
This article examines adult online education by investigating the complex relationship between technology and community. The aim was to explore online teaching in relation to the handbook dilemma teachers meet in their teacher profession by focusing on participation and sharing opportunities. This study analysed several handbooks that aim to help teachers design and implement online education. The advice in the handbooks was contrasted against two empirical cases. Specifically, the study examined how two cases – online adult education courses and special needs teacher training courses – implemented online education with respect to participation and sharing. The analysis suggests that pedagogy is the crucial point and a planned pedagogy is absolutely necessary for designing and implementing effective online education, education that encourages participation and sharing. The findings showed that some handbooks offer meaningful guidance regarding the development of online education, but other publications were not helpful which creates a dilemma for teachers.
23
Sams, Brandon L., and Mike P. Cook. "(Un)Sanctioned: young adult literature as meaningful sponsor for writing teacher education." English Teaching: Practice & Critique 18, no. 1 (April 8, 2019): 70–84. http://dx.doi.org/10.1108/etpc-06-2018-0065.
Abstract:
Purpose The purpose of this paper is to examine youth literacy and writing practices in select, contemporary young adult literature (YAL), especially how and why literate activity is sponsored, negotiated or occluded by teachers and schools. Design/methodology/approach The authors position young adult fiction as case studies of youth composing in and out of school. Drawing on Stake's (1995) features of case study research in education, the authors present readings of Gabi, a Girl in Pieces by Isabel Quintero and The Vigilante Poets of Selwyn Academy by Kate Hattemer that highlight particular problems and insights about youth literacy practices that are worth extended examination and reflection. Findings Both novels feature youth engaging in powerful literacy and writing practices across a range of modes to critically read and write their worlds. These particular texts – and other YAL featuring youth composing – offer teacher educators and pre-service teachers opportunities for critical reflection on their evolving stances on literacy instruction; identities as writing and literacy educators; and pedagogies that enable robust literate activity. Originality/value In the US educational context, teacher education programs are required to provide pre-service teachers numerous opportunities to observe and participate as teachers in public school classrooms. YAL offers a unique setting of experience that can be productively paired with more traditional field placements to complement pre-service writing teacher education. Reading YAL featuring youth composing can serve as a useful occasion of reflection on pedagogies that limit and/or make possible students’ meaningful engagement with words and the world.
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Varunek, Vesna, and Mirjana Mavrak. "Andragoški susret medicine i odgojnih znanosti: Edukacija edukatora na Medicinskom fakultetu u Mostaru." Obrazovanje odraslih/Adult Education, no. 1 2015 (2015): 67–81. http://dx.doi.org/10.53617/issn2744-2047.2015.15.1.67.
Abstract:
he Office for the Quality of Teaching at the Medical Faculty in Mostar has developed a model of professional development in accordance with its work responsibilities and the needs of teachers who work with adults/student. This model is conceived as a meeting between educational sciences and medicine. This article describes the process of designing and implementing the professional development for teachers and associates on the Medical Faculty of the University of Mostar, which has been realised by experts in the field of medicine and adult education, by experienced professors in adult education. The process is based on recording teacher’s needs and analysing of student surveys, which has been carried out by the Office for the Quality of Teaching at the Medical Faculty in Mostar. The mentioned Office was also the coordinator of the education but also a participant in the realisation of a section of the teaching. This paper supports the thesis that adult education has its own achievement in transdisciplinary areas of different sciences and even in medicine, which is evident from the text below.
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Pollock, Mica, Susan Yonezawa, Hilary Gay, and Lilia Rodriguez. "Pursuing Deep Equity in “Blended” Classrooms: Exploring the In-Person Teacher Role in Supporting Low-Income Youth through Computer-Based Learning." Teachers College Record: The Voice of Scholarship in Education 121, no. 5 (May 2019): 1–40. http://dx.doi.org/10.1177/016146811912100509.
Abstract:
Background/Context Efforts to increase low-income, underrepresented students’ access to coursework increasingly tap computer-based course materials. Yet as we turn increasingly to computers for instruction, what might the in-person teacher still be needed to do? This paper presents seven in-person “teacher roles” that precollege low-income youth and their teachers deemed necessary for supporting students as they used computer-based materials. Data were collected across two years in 19 summer school classrooms where 400 high school students took computer-based college-preparatory courses supported in person by teachers and teachers’ assistants (TAs). We offer an empirically informed conceptual framework supporting next research on (and innovation of) equity-minded “blended” classroom practice. We define “equity” effort as active effort to meet the needs of each student and all groups of students; here, the effort was to sufficiently prepare each and all students for college. Purpose/Objective/Research Question/Focus of Study We used focus groups, classroom observations, and interviews to study the roles that teachers embraced and students valued. We asked two research questions: (1) How do in-class teachers (teachers and TAs) support students as students access material online? (2) According to student and adult participants, which teacher supports are key to student success in the courses? Research Design Researchers observed classrooms to capture patterns of frequently repeated adult-student and peer interaction. Through informal and semi-structured ethnographic interviews and focus groups, we invited participants to comment on needed supports for classrooms and on the supports they saw as particularly valuable (or not). We conducted approximately 46 hours of interviews and focus groups and 500 hours of observation. Conclusions/Recommendations We describe three in-person teacher roles that participants said assisted students in achieving basic equity with computer materials—that is, precollege content access and course credit otherwise denied. We explore four in-person teacher roles that participants called particularly necessary for deep equity—to support students’ individual and collective comprehension of the online materials, often through dialogue. We conclude that the teacher's overarching role for achieving equity in these blended classrooms was to continually adjust pedagogy as needed to ensure each and all students both accessed and understood the precollege content. This suggests that adding technology to classrooms to support all students fundamentally requires teachers.
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Volyarska, Olena. "IMPROVEMENT OF PROFESSIONAL TEACHER DEVELOPMENT IN THE SYSTEM OF POSTGRADUATE EDUCATION." Aesthetics and Ethics of Pedagogical Action, no. 14 (September 9, 2016): 143–52. http://dx.doi.org/10.33989/2226-4051.2016.14.171605.
Abstract:
Comprehensive analysis of scientific studies of national and foreign scientists showed that the problem of the teachers’ professional development improvement has been represented in theoretical and practical philosophical, psychological and pedagogical science. The analysis of development of the postgraduate education tendencies, life-long professional education of adult learners, long-term scientific and pedagogical experience have revealed the relevance of research in the improving of the teachers professional development. This research has been appropriated by the increased requirements for postgraduate education and traditional approaches to the development of the teachers’ professional competences and by the necessity to cope with the existing stereotypes, changing attitudes and approaches to the teachers’ professional growth.The aim of the research is to identify the spheres of improvement for the professional development of teachers in the system of postgraduate education.The interpretation of the teachers’ professional development has been defined as an increase of their professional competence in the result of practical experience and prolonged purposeful and coordinated self-education in the conditions of formal, non-formal and informal adult education.The main directions of improvement of Ukrainian teachers’ professional development in our in-service teacher training include: 1) systematic implementation of educational innovation in postgraduate education content; 2) development of the blended forms of teacher training for providing educational possibilities for various special optional courses, trainings and seminars on full-time training conferences, consultations, participation in online conferences, electronic forums, chats on the distance remote basis; 3) creation of a system of the various modular courses and teacher trainings, which provides a clear definition, diagnosis and monitoring of professional competence components, based on a modular educational technology and which is one of the modern innovations in adult education; 4) development of partnership subject-subject interaction in in-service training, where the participants of training activities are oriented to the professional development, personal and professional growth.The results of studies have stated that a comprehensive personal training for teachers should be oriented to the development of their willingness to increase the effectiveness of the professional activities. In the further researches we consider the necessity of studying and generalization of international and national databases on the teachers’ continuous professional development.
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Zagir, Togtokhmaa, and Kinga Magdolna Mandel. "Competences of adult learning facilitators in Europe: Analyses of five European research projects." Hungarian Educational Research Journal 10, no. 2 (June 2020): 155–71. http://dx.doi.org/10.1556/063.2020.00016.
Abstract:
AbstractQuality of educational services is highly dependent on competent teachers. Thus, the competency-based framework for teacher education has become an important issue across Europe. This approach in Europe has greatly reflected in the field of adult learning and education. There are five research projects dedicated to identifying competences of adult learning facilitators, involving regional countries or all the Member States of the European Union. Based on the results of the five research projects, this paper has a twofold aim: 1) to describe those research projects and their identified competences for adult learning and 2) to analyse the common competences identified by all the five research projects. The distinct scopes of teacher's competences and teaching competences are offering the framework for analysis. We found ten common competences that are particularly relevant to teaching roles of adult learning facilitators in Europe. Moreover, the analyses revealed that adult learning facilitators need to possess teacher competences that are relevant to institutional administration. Our conclusion is that there are common competences for adult learning facilitators which are relevant to both teaching and teacher competences.
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Skibitskiy, E. G., and T. A. Astashova. "Application of andragogico-acmeological approach in preparation of teachers for using informatization." Open Education 22, no. 5 (November 10, 2018): 13–25. http://dx.doi.org/10.21686/1818-4243-2018-5-13-25.
Abstract:
The purpose of the study. The socio-economic development of the country, the current situation in education, actualize the problem of searching for optimal scientific approaches to the solution of the multifaceted problem of adult training that would ensure their development and allow the trainee to be viewed as a subject continuously rising to the “acme” of professional growth. The object of this study is the training of teachers in the system of additional education. The subject is the use of the andragogico-acmeological approach to the training of university lecturers. The goal is to identify areas for improving adult training, which are manifested when considering it in andragogical and acmeological aspects. Materials and methods. To achieve this goal, an analysis of the conditions for the expediency of using the andragogico-acmeological approach was made, caused by the following factors: characteristics and features of the organization of the process of training adult learners; a set of goals, objectives and training conditions; specific application of methods, tools and technologies; the choice of criterial apparatus for assessing the success of adult training.Results. Due to the study, the idea for training of adults that is based on the andragogico-acmeological approach is substantiated. The graphic interpretation of interdisciplinary connections of pedagogy, andragogy and acmeology is presented. The area of intersection of scientific interests for the above-mentioned branches of knowledge is an adult person and the achievement of professionalism in one or another kind of activity. Consequently, the tasks of preparing adults in the system of additional education need to be addressed in a comprehensive manner, taking into account the specifics of pedagogy, andragogy and acmeology. The main function of these sciences corresponds to the meaning inherent in their name - leading an adult person to the top of his development. The general principles, reflecting the adragological and acmeological aspects of their realization, are revealed. These include: the fundamentalization of education; personification; expedient combination of various forms, methods and means of solving pedagogical problems of training adult learners; professional and academic mobility; professional feasibility; reflexive management of the training of adults; facilitation; self-education), development of educational needs and complexity. The process of adult preparation is presented, reflecting its specificity and consisting of three blocks: social and pedagogical conditions, the pedagogical process and the learning process. In describing the process of adult training, a system of mixed adult education is described, the conditions and factors for applying this approach are revealed, and the content of the blocks included in the adult training process is examined.Conclusion.The following conclusions are made about the expediency of applying the andragogico-acmeological approach in the preparation of adults. The result of adult training is professional growth and social maturity, which are manifested in professional activity and its qualities, adequate to this activity. The application of the andragogico-acmeological approach in the preparation of adults, taking into account its specifics will reveal their intellectual potential, help adults find their place in society (science, art, production), realize their individual abilities and needs, be responsible and competitive in the rapidly changing labor market, to satisfy educational inquiries, to plan the further perfection and ability to live.
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Musiał, Ewa. "Teacher-Parent Cooperation and Pupils’ Achievements in the Perception of Adult Respondents (Based on the Example of Secondary Schools)." Pedagogika 114, no. 2 (June 10, 2014): 96–105. http://dx.doi.org/10.15823/p.2014.008.
Abstract:
The school’s main objective is to provide broad and comprehensive development of a pupil considering both educational (teaching) and protective aspects. Not only a pupil– teacher but also a parent-teacher vital cooperation is needed in order to achieve school’s goals and objectives. The dialogue between pupils, teachers and parents is indeed extremely important and should be kept going systematically throughout pupil’s education. Without the cooperation between teachers and parents, accordingly to the assumption: “We (teachers) teach-parents help, parents raise – we (teachers) help. Nothing about us, without us”, the effective school improvement cannot be realized. Ultimately, the communication between school and home is necessary to determine child’s best interests. The school-home cooperation and the increasing knowledge and awareness in this area is significantly important for the future analysis in carrying out educational researches.
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Salisbury, Jane, and Anne Murcott. "Pleasing the Students: Teachers' Orientaton to Classroom Life in Adult Education." Sociological Review 40, no. 3 (August 1992): 561–75. http://dx.doi.org/10.1111/j.1467-954x.1992.tb00402.x.
Abstract:
It is noted that existing sociological research on classrooms has focused too narrowly on compulsory schooling with the result that we have no data showing the rituals and routines of Adult Classrooms or the ways that teachers cope and resolve them. The paper presents fieldnote and interview data from a small ethnographic study of the two Adult Evening classes. The data suggest that in contrast to the teacher of school aged pupils, who seeks control and discipline, ‘pleasing students’ is the major orientation to classroom life of the evening class teacher. Do not say, the people must be educated when after all you only mean amused, refreshed, soothed put into good spirits and good humour or kept from vicious excesses. (Newman, 1873).
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Hensley, Billy J., Jesse B. Jurgenson, and Lisa-Anne Ferris. "Combining Adult Education and Professional Development Best Practice to Improve Financial Education Teacher Training." Journal of Financial Counseling and Planning 28, no. 1 (2017): 33–48. http://dx.doi.org/10.1891/1052-3073.28.1.33.
Abstract:
Financial education is an important area of study due in part to the need for improved understanding of how to navigate an ever more complex financial decision-making environment, thus the need for effective classroom instruction. The purpose of this study is to examine a “teacher-as-learner” professional development program that is rooted in both professional development and adult education fields of study as means of providing financial education. This program educates teachers on their own personal finance, ultimately better preparing educators to teach financial literacy education. Results showed significant improvements in self-reported financial behaviors between pre- and posttests. Results suggest using contextual learning for teacher professional development because it benefits personal finances and successful teaching practices.
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Gazi, Easin Ali, and Md Shawkatuzzaman Laskar. "Art of lecture in medical education." Bangladesh Medical Journal Khulna 46, no. 1-2 (March 5, 2014): 24–27. http://dx.doi.org/10.3329/bmjk.v46i1-2.18236.
Abstract:
Teaching and learning is a lifelong process for human being. It ends with the end of lives. The professional teachers of all subjects are doing very tuff job. The adult learner only learns if they like the lecture or speech. So, the lecture should be made interesting or attractive. The teacher has to be skilled in teaching and lecturing methods. For quality and effective lecturing all teachers should know the modern techniques of teaching. Therefore training of all teachers is a must. All academic institutions need to arrange training for their teachers. The present article suggests some important tips for developing lecture and teaching skills for effective and quality teaching which might be helpful to those teachers who are not getting institutional training. One or more of the tips mentioned in this article may be used according to the topics during lecture time. DOI: http://dx.doi.org/10.3329/bmjk.v46i1-2.18236 Bang Med J (Khulna) 2013; 46 : 24-27
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KAROULIS, Athanasis. "On Motivation to Apply ODL in Adult Teachers' Education." Informatics in Education 10, no. 1 (April 15, 2011): 37–45. http://dx.doi.org/10.15388/infedu.2011.03.
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Cray, Ellen, and Pat Currie. "Linking Adult Learners with the Education of L2 Teachers." TESOL Quarterly 30, no. 1 (1996): 113. http://dx.doi.org/10.2307/3587609.
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Meek, Fiona, Jacqueline Specht, and Susan Rodger. "A Mental Health Training Format for Adult Education Teachers." Canadian Journal of School Psychology 32, no. 2 (April 26, 2016): 103–21. http://dx.doi.org/10.1177/0829573516645099.
Abstract:
The present study investigated the needs of adult education staff pertaining to adult students’ mental health issues within a local school board. The study utilized mixed-methods design and was divided into progression of three separate studies. An initial focus group was conducted to identify the 12 participants’ concerns and provide a direction for the needs assessment survey that was administered to the entire population of adult education teachers in the board. Two 2-hr workshops were designed for the 114 members of the staff based on the needs identified by the surveys. An evaluation of the workshops indicated that the workshops were valuable and further training was desired. By educating teachers about students who are learning in the context of mental health challenges, we will be able to provide them with the necessary tools to do their jobs more successfully and comfortably.
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Ketzenberg, Laurie. "A Review of “Adult education teachers: designing critical practices”." Language and Education 24, no. 3 (May 2010): 269–70. http://dx.doi.org/10.1080/09500780902798803.
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Speight, Sarah. "Teachers of adult education in British universities 1948–1998." Studies in the Education of Adults 36, no. 1 (March 2004): 111–27. http://dx.doi.org/10.1080/02660830.2004.11661490.
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Carvalho, Carla, Ana Pinto, Paulo Santos Costa, and Pedro Parreira. "Adulthood in teachers of higher education: difference in the management of their work-life balance and organizational commitment." Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology. 1, no. 1 (August 3, 2021): 107–16. http://dx.doi.org/10.17060/ijodaep.2021.n1.v1.2047.
Abstract:
This study aimed to compare the extent to which a sample of Portuguese teachers in Higher Education Institutions, divided into two groups (young adults, ages 20-39 years; and advance adults, ages 40-70 years), differed in the management of their work-life balance and organizational commitment. Data collection was conducted using the Work-Family Scale, the Organizational Commitment Scale and a sociodemographic questionnaire. Between 2012 and 2019, 652 participants were enrolled in the study. Through a multivariate analysis of variance (MANOVA, General Linear Model procedure), results suggest that young adult teachers display higher scores of family to work facilitation, while advance adult teachers evidence higher scores of normative commitment. Given the results found, recommendations for Higher Education Institutions were outlined.
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Glenn, Wendy J., and Ricki Ginsberg. "Tensions Between Envisioned Aims and Enacted Practices in the Teaching of Muslim Young Adult Literature." Teachers College Record: The Voice of Scholarship in Education 122, no. 2 (February 2020): 1–44. http://dx.doi.org/10.1177/016146812012200205.
Abstract:
Context Research notes the repeated existence of a disconnect between teachers’ aims and practices, particularly when their work is done in communities with significant numbers of students who are minoritized by dominant societal norms. Simply wanting to do this work is not enough and can result in harm to students and the communities they inhabit. Research Question How does a teacher envision instructional aims and enact classroom practices as she infuses young adult literature with Muslim characters and content into her curriculum? Setting Freshman classroom in a diverse school community in the northeastern United States. Participant This study examines the thinking and teaching practices of one classroom teacher. It focuses on how the findings have resonance and transferability for other scholars who are studying the phenomenon and who seek to use the findings as a model to conduct related research. Practice During 10 weeks as a regular part of their English course experience, one class of freshman students read and discussed young adult novels that contain Islam-related content and a Muslim protagonist. The classroom teacher facilitated the sessions. At least one university researcher on the project attended one class session each week to observe and collect data. Research Design This qualitative study uses an inductive methodological approach to establish clear links between the raw data and research question in systematic and iterative ways. Data Collection Data sources from the 10-week instructional period included: four semi-structured participant interviews (one prior to the start of instruction, two during the instructional period, and one following instruction); 16 weekday reflections generated by the participant; and 10 weekly classroom observations conducted by the research team. Findings While the teacher had clear purposes for her instruction of the texts, her enacted practices did not always align with or result in the attainment of her goals. The teacher's aims of being a teacher expert conflicted with practices that rationalized a lack of the knowledge necessary to enact this role. And the teacher's aim of teaching for equity and justice clashed with her practices, which reflected a valuing of safety over conflict. Conclusions The study intimates the inadequacy of simply wanting to teach less familiar cultural content and argues that an anticipation of cognitive dissonance seems essential to determining culturally responsive aims that are strongly connected to enacted practices as teachers choose to bravely navigate unfamiliar territories.
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Shodiyeva, Matluba. "TECHNOLOGIES FOR CONTINUOUS PROFESSIONAL DEVELOPMENT OF PRIMARY CLASS TEACHERS." American Journal of Interdisciplinary Innovations and Research 04, no. 11 (November 1, 2022): 40–48. http://dx.doi.org/10.37547/tajiir/volume04issue11-07.
Abstract:
This article scientifically and methodologically describes the importance of the acmeological approach in the development of developmental technologies for the organization of adult education. The author's definitions of "acmeological approach", "adult education technology", "continuous professional development technology", and "acme technology" are also given. Based on the acmeological approach, tasks and guidelines for improving the technology of continuous professional development of primary school teachers are given.
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Rosa, Alcemir Horácio, Francisco Willan Costa dos Santos, Daniel Nascimento e Silva, and Marcus Marcelo Silva Barros. "Main methodological challenges faced by Youth and Adult Education (EJA) teachers." REVES - Revista Relações Sociais 5, no. 4 (December 8, 2022): 15091–01. http://dx.doi.org/10.18540/revesvl5iss4pp15091-01e.
Abstract:
The present work identifies the main methodological challenges teachers face in developing Youth and Adult Education (EJA) teaching-learning process. It raises a discussion on the subject at its most critical point of teaching activities in the classroom: the adequacy of teaching methods and techniques to the reality of students in this modality. The general objective of the research is to point out the main methodological challenges teachers face in the pedagogical practices of Youth and Adult Education. Unlike the strategies and methodologies developed linked to other levels and modalities, in regular education, we seek to understand through qualitative research and bibliographical studies a) the historical advances of EJA in Brazil, b) the advances of the Laws of Guidelines and Bases of National Education for EJA, c) international conferences and the National Education Plan and d) proposals that consider the specificities of young people and adults. We took a more subjective look at the treatment of content about the aspirations of EJA students. Youth and adult education is marked by a high dropout rate, little time to work on the content, and a small number of classes to fully develop concepts. These aspects are very different from elementary school students with the same education level—teaching at the time is considered correct. In addition, the results showed that teachers face methodological difficulties in reaching the EJA public, and this is due to 1) students' limited availability of time, 2) the short duration of the course, 3) lack of student motivation, 4 ) lack of own methodologies for EJA, and, 5) disregard of EJA classes with the reality of students' lives.
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Tour, Ekaterina, Edwin Creely, and Peter Waterhouse. "“It’s a Black Hole . . .”: Exploring Teachers’ Narratives and Practices for Digital Literacies in the Adult EAL Context." Adult Education Quarterly 71, no. 3 (February 6, 2021): 290–307. http://dx.doi.org/10.1177/0741713621991516.
Abstract:
A strength-based approach to teaching digital literacies can advance language education for adults from refugee and migrant backgrounds, preparing them for life in a new country. This article draws on a 6-month ethnographic study at an adult English language center in Australia and explores teachers’ perspectives and practices related to teaching digital literacies to understand how prepared they are to employ learners’ own resources. Using sociomaterial theory, this research found that English as an Additional Language (EAL) teachers’ narratives about learners focused on what they lacked rather than what they brought to learning. It also found that while teaching practices utilized some strength-based pedagogical principles, the teachers viewed their work as being deficient. They did not always recognize their agential power nor did they overtly understand that the technology itself afforded this power. The article concludes with implications for EAL practice and professional learning of teachers who work in the adult sector.
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Lopes, Luísa, Nadine Correia, and Cecília Aguiar. "Implementação do direito de participação das crianças em contexto de jardim de infância: As perceções dos educadores." Revista Portuguesa de Educação 29, no. 2 (December 14, 2016): 81. http://dx.doi.org/10.21814/rpe.6560.
Abstract:
Com este estudo, pretendeu-se desenvolver e avaliar as características psicométricas de uma medida de avaliação das perceções dos educadores de infância acerca da implementação do direito de participação em contexto de jardim de infância. Participaram 168 educadores de infância, sendo que, destes, 40 foram observados, em contexto de sala, com o Classroom Observation Scoring System (Pianta, La Paro, & Hamre, 2008). Identificámos dois componentes das perceções dos educadores acerca da participação das crianças: Expressão e Responsabilidade das Crianças e Tomada de Decisão pelo Adulto. A Tomada de Decisão pelo Adulto estava negativamente associada à qualidade das salas e às habilitações académicas dos educadores. Paralelamente, educadores do setor público obtiveram resultados mais elevados no componente Expressão e Responsabilidade das Crianças do que educadores do setor privado com fins lucrativos. Os dados obtidos fornecem evidências que suportam, moderadamente, a fidelidade e a validade da medida.Palavras-chave: direito de participação das crianças, questionário, perceções, jardim de infância ABSTRACTThe aim of this study was to develop and evaluate the psychometric properties of a measure designed to assess early childhood education teachers’ perceptions about the degree of implementation of children’s participation right in early childhood education. Participated in this study 168 preschool teachers, 40 of which were simultaneously observed, in their classrooms, with the Classroom Observation Scoring System (CLASS; Pianta, La Paro, & Hamre, 2008). We identified two components of teachers’ perceptions of children’s participation: Children’s Expression and Responsibility and Decision Making by the Adult. Decision Making by the Adult was negatively associated with the domains of classroom quality measured through CLASS and with teachers education level. Teachers from public centers scored higher in Children’s Expression and Responsibility than teachers from private for-profit centers. Findings provide moderate evidence on the reliability and validity of the Assessment Questionnaire of Early Childhood Education Teachers’ Perceptions about Children’s Participation Right. Key-words: children’s participation right, questionnaire, teacher perceptions, early childhood education
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Brookfield, Stephen. "The Essence of Powerful Teaching." International Journal of Adult Vocational Education and Technology 4, no. 3 (July 2013): 67–76. http://dx.doi.org/10.4018/ijavet.2013070107.
Abstract:
Empowering learners and using powerful techniques are prominent elements in the discourse of adult and vocational education. But what constitutes the elements of what might be considered as powerful teaching? This paper begins by examining the way educators talk about power and then proposes four elements that lie at the heart of powerful teaching; understanding how power dynamics intersect with adult educational approaches, supporting empowerment, helping learners understand how power works, and rendering teacher power transparent. The paper uses the work of Baptiste, Marcuse and Hooks to explore some of the problems involved in adult teachers attempting to work in the democratic manner endorsed by the adult education tradition. It concludes by acknowledging the practical and ontological contradictions of teachers trying to balance their prescriptive agendas with a learner-centered approach.
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Eripuddin and Jufrizal. "Education, Pedagogy and Andragogy." JEE (Journal of English Education) 7, no. 1 (June 30, 2021): 103–23. http://dx.doi.org/10.30606/jee.v7i1.985.
Abstract:
This article discusses the basic concept and theories of education, pedagogy and andragogy. It explores various scholarly definitions and consepts about tranferring the knowledge to young learners and adult learners. The article will be useful for practicing teachers, students, college and university lecturers, school-based in-service coordinators, advisory teachers and school mentors dealing with the concepts and theories of education, pedagogy, and andragogy. This is a theoretical-based on the literature study. The result of the study argues that the competencies in teaching and understanding students in learning whether young learners and adult learners are an appropriate system in education. So, educators or stakeholders should consider for more understanding about education, pedagogy and andragogy in technology era now. The success of an education is largely determined by the approach used by educators and teachers in understanding concepts of education, pedagogy and andragogy, and learning material as well.
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John, Oliver St, and Vilmantė Liubinienė. "“This is Not My World”. Essential Support Strategies for Newly Arrived Adult Immigrants Learning Swedish." Sustainable Multilingualism 18, no. 1 (May 1, 2021): 85–110. http://dx.doi.org/10.2478/sm-2021-0005.
Abstract:
Summary In Sweden, the state-sponsored language education, Swedish for immigrants (Sfi), provides language and cultural knowledge for the integration of newly arrived adult migrants in Swedish society. Sfi’s educational quality has sustained severe criticism. Through qualitative investigation of Sfi teacher work, this study aims to find out what pedagogical priorities guide the teachers’ classroom practices with linguistically and culturally diverse students. Furthermore, it aims to compare the contributions to Sfi learning environments of ethnically diverse teachers whose language experiences are different. Research into second language acquisition and native and non-native second language teachers contextualize the research aims. Bakhtin’s (1986) conception of human understanding as the meeting of two consciousnesses and García’s ideas about translanguaging in language education for adult migrants provide theoretical perspectives. Classroom observation alongside teacher focus groups generated data. Content analysis condensed the data into five essential support strategies that foreground students’ existential needs, their home languages as a learning resource, integration, learning challenge and instructional partnership between ethnically diverse teachers. Findings do not support the view that non-native language teachers are better equipped to teach second language students than their native counterparts but illuminate the unequivocal advantage of harnessing the pedagogical strengths of both teacher groups cooperatively.
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Vanlommel, Kristin, and Elke Pepermans. "Validation of the Teacher Decision-Making Inventory (TDMI): measuring data-based and intuitive dimensions in teachers' decision Process." Studia paedagogica 26, no. 4 (February 14, 2022): 47–66. http://dx.doi.org/10.5817/sp2021-4-3.
Abstract:
Teacher decision making has a great impact on the quality of education in schools, yet we know little about how teachers make decisions in practice. It is assumed that teachers use both intuition and data in the different steps of the decision process. No reliable, valid scales are available to research both dimensions during the different steps of teachers' decision process (problem definition, data collection, sense making, and evaluatioof alternatives). Building on the integratedframework we constructed in earlier research, the main aim of this study was to develop and validate a Teacher Decision-Making Inventory fl'DMI). One hundred and one teachers in adult education participated voluntarily in a web-based survey. Based on the good UFA factor loadings, the CFA fit indices, and the internal consistency (Cronbach's alpha), we conclude that the TDMI is a valid psychometric tool that can be used to assess the intuitive and data-driven dimensions of teachers' decisions in large-scale quantitative research.
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Temmerman, Nita. "An investigation of undergraduate music education curriculum content in primary teacher education programmes in Australia." International Journal of Music Education os-30, no. 1 (November 1997): 26–34. http://dx.doi.org/10.1177/025576149703000104.
Abstract:
Primary school music experiences have been shown to impact not only on future adult attitudes to, but also interest and participation in music. Unfortunately, the current policy and practice of music in primary schools is still perceived to be unsatisfactory. According to teachers this can be attributed in the main to their undergraduate university training in music education. Music educators have a key role to play in breaking the apparent current cycle of unsatisfactory (or no) music practice at the primary school level. This paper investigates what curriculum content is currently included in compulsory undergraduate university music education programmes. It asks teacher educators, in light of recent research, to reflect critically on the adequacy of their current curriculum to prepare beginning teachers to teach primary school music.
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Lass, Norman J., Dennis M. Ruscello, John F. Schmitt, Mary D. Pannbacker, Mary Banyas Orlando, Kathy A. Dean, Julie C. Ruziska, and Karen Harkins Bradshaw. "Teachers’ Perceptions of Stutterers." Language, Speech, and Hearing Services in Schools 23, no. 1 (January 1992): 78–81. http://dx.doi.org/10.1044/0161-1461.2301.73.
Abstract:
A questionnaire asking respondents to list adjectives describing four hypothetical stutterers (a typical 8-year-old female, 8-year-old male, adult female, and adult male stutterer) was completed by 103 elementary and secondary teachers. The majority of reported adjectives were negative stereotypical personality traits, indicating perceptions of stutterers similar toother groups, including speech-language pathologists. Implications of these findings and suggestions for pre-service and continuing education programs for teachers are discussed.
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Frljak, Emina, and Mirjana Mavrak. "Andragoška i pravna transferzala u kompetencijama i obrazovnim potrebama sveučilišnih nastavnika i suradnika." Obrazovanje odraslih/Adult Education 12, no. 2 2012 (2012): 63–82. http://dx.doi.org/10.53617/issn2744-2047.2012.12.2.63.
Abstract:
Legal framework on higher education is a document that defines the operative management and existence of the university community as well as the conditions under which university professors and associates expert ther scientific and teaching functions. The basic question is whether the legislation treats in the same way both the importance of scientific and teaching functions at the university, if the adult education science defined the role of the teacher in the educational process of adults. Since university is an institution for formal education of adults, it is justified to compare theoretical concepts, legal regulations and practical implications of those regulations in everyday life of the university as a community of students and teachers devoted to knowledge and science. This paper is a discussion on harmonisation of these requirements and attempt to provide broad guidelines for consideration of the educational concept of university teachers and associates.