New Perspectives on Designing and Implementing Professional Development of Teachers of Adults: New Directions for Adult and Continuing Education / Edition 1by Kathleen P. King, Patricia A. Lawler
Pub. Date: 06/27/2003
This volume explores how to make professional development more pertinent by looking at teachers of adults as adult learners themselves. It also presents an astute vision of current needs and trends, theory, and recommended practice to guide professional development in the many contexts in which teachers of adults work todayfrom higher education to adult
This volume explores how to make professional development more pertinent by looking at teachers of adults as adult learners themselves. It also presents an astute vision of current needs and trends, theory, and recommended practice to guide professional development in the many contexts in which teachers of adults work todayfrom higher education to adult literacy to corporate training.
This is the 98th issue of the quarterly journal New Directions for Adult and Continuing Education.
- Publication date:
- J-B ACE Single Issue Adult & Continuing Education Series , #10
- Product dimensions:
- 5.85(w) x 9.15(h) x 0.12(d)
Table of Contents
EDITORS’ NOTES (Kathleen P. King, Patricia A. Lawler).
1. Trends and Issues in the Professional Development of Teachers of Adults (Kathleen P. King, Patricia A. Lawler)
The first chapter of the volume provides an overview of the distinctive perspective of this sourcebook. The authors discuss issues, demands, and trends in the professional development of educators of adults.
2. Teachers as Adult Learners: A New Perspective (Patricia A. Lawler)
Teachers of adults have many of the same needs and characteristics as other adult learners. Applying this new perspective shifts the focus for those working in professional development. Specific illustrations of principles of adult learning and the Adult Learning Model for Faculty Development provide a framework for use.
3. A Case for Learner-Centered Teaching and Learning (Barbara J. Daley)
When educators participate in professional development that employs adult learning principles, they experience firsthand what learnercentered classrooms can accomplish. These positive experiences can facilitate their learning, planning, and applying these methods to their own teaching. This chapter discusses strategies to promote learnercentered classroom models.
4. Transformative Learning as a Professional Development Goal (Patricia Cranton, Kathleen P. King)
Professional development has the potential to facilitate transformative learning. In this chapter, the authors offer insights into this concept and provide guiding strategies for such professional development.
5. Fostering Motivation in Professional Development Programs (Raymond J. Wlodkowski)
Critical factors in effective professional development are motivation, participation, and transfer of learning. The author presents the Motivational Framework for Culturally Responsive Teaching to explain how professional development can address each of these needs.
6. Learning the New Technologies: Strategies for Success (Kathleen P. King)
Tackling an area of high visibility and great demand, the author describes a strategy for professional development in educational technology that is based on several principles of adult learning. The strategy includes specific approaches, such as building on experience, using experiential learning, and engaging in curriculum development.
7. Professional Development in Higher Education (Vera C. Brancato)
The author looks at the particular challenges facing faculty in higher education and explains how professional development that recognizes their needs and potential as adult learners can provide a more effective approach than traditional faculty development techniques.
8. Professional Development in Adult Basic Education (Georges Marceau)
A regional director of a staff development consortium reviews professional development initiatives in adult basic education and provides his perspective on current practice.
9. Professional Development in Corporate Training (Susan R. Meyer, Victoria J. Marsick)
Teachers of adults in the corporate arena face distinct challenges in their own development. The chapter discusses the new demands on trainers in corporate settings and provides examples that illustrate the skills and abilities that should become part of their professional development. It concludes with some insightful recommendations.
10. Changes, Challenges, and the Future (Patricia A. Lawler, Kathleen P. King)
Considering the changes and challenges facing educational organizations and teachers of adults, the final chapter discusses how to use professional development opportunities to prepare educators for the future.
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