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Artículos de revistas sobre el tema "Adult education teachers"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 31 de julio de 2024

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1

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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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

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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

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Dehkonovna, Isroilova Shohida. "TECHNOLOGICAL INNOVATIONS USED IN ADULT EDUCATION." IQRO 04, no. 01 (June 1, 2023): 22–25. http://dx.doi.org/10.37547/iqro-volume04-issue01-06.

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

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Thies-Sprinthall, Lois, 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,

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6

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, colla

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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.

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In this article we present the findings of an investigation on how primary school teachers at 3 independent primary schools in Johannesburg experienced continuous professional teacher development (CPTD). There is a wealth of literature available on planning, organising and implementing effective CPTD. Such literature also highlights the importance of applying adult learning principles in CPTD contexts in order to promote teachers’ learning and development and in turn contributing to a positive effect on learning in the classroom. Exploring the value and usefulness of adult learning principles

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8

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.

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The sociocultural markers of adult literacy teachers'. identities are significant for understanding the nature of teaching which is constructed through, and contingent upon, diverse geographical and systemic spaces - at once a dilemma and a strategy inpromoting education in regional areas. This article reports on one aspect of the work of a cohort of 23 adult literacy teachers living in regional, rural and remote areas of Central Queensland. Discourse theory is used to frame the conceptualisation of one particular teacher's discursive positioning of her work. The article concludes that the rel

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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

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10

Шарчевић, Иван, та Слађана Шарчевић. "СТРУЧНО УСАВРШАВАЊЕ И НАПРЕДОВАЊЕ У ЗВАЊИМА НАСТАВНИКА У ОБРАЗОВАЊУ ОДРАСЛИХ – ИЗМЕЂУ ПОТРЕБЕ И ОБАВЕЗЕ". ГОДИШЊАК ЗА ПЕДАГОГИЈУ 8, № 2 (13 лютого 2024): 87–98. http://dx.doi.org/10.46630/gped.2.2023.6.

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This paper is aimed at looking at the legal obligation of professional training of teachers in schools for basic education of adults, and by reviewing the literature of perceived needs in daily practice, as well as pointing out the possibilities and limitations of advancement to higher titles in the teacher’s professional career. Teachers in elementary education have a predominantly passive role in choosing the form of professional development, that is, they only participate in certain mandatory forms and are rarely active participants in making decisions on this issue. The involvement of teac

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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.

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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 de

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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.

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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 distanc

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13

Papathanasiou, Maria. "Teachers as Adult Learners: Their need to Transform." Adult Education Critical Issues 3, no. 1 (June 30, 2023): 26–38. http://dx.doi.org/10.12681/haea.32495.

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In today's school, it is no longer the abundance of knowledge that matters, but the methods of acquiring it, the cultivation of skills, and the preparation of students to become active citizens and not just observers. The rapidly changing social environment and lately the Pandemic, have further elevated the role of education by introducing, if not "mandating", lifelong learning for the overwhelmed teachers. Considering the importance and criticality of the school's mission, the importance of the teacher's duties and the challenge in the implementation of their work can easily be seen. In this

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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.

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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 educatio

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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 wer

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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.

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Gakuru, Dr Anastasia. "Assessment of Public Financing on Participation Rates in Adult Literacy Programs in Nairobi County Kenya." International Journal of Research and Innovation in Social Science VIII, no. V (2024): 53–62. http://dx.doi.org/10.47772/ijriss.2024.805005.

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The purpose of this paper was to examine the influence of public financing on participation rates in adult literacy programs in Nairobi County. Kenya. The study sought to establish how financing influenced the running of the adult education centres. The study adopted a mixed method design whereby both qualitative and quantitative methods was utilized in this research. The study was guided by the Human capital theory as advocated by Adam smith. The target population comprised of 30 adult education centres in Nairobi County. The research targeted one adult education officer, 30 principals, one h

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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.

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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 identi

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De Oliveira Ribeiro, Bruno Thayguara, and Claudia Lisete Oliveira Groenwald. "Mathematics Teaching in Youth and Adult Education in Manaus." Acta Scientiae 25, no. 4 (July 21, 2023): 163–91. http://dx.doi.org/10.17648/acta.scientiae.7682.

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Background: Youth and Adult Education (YAE) is a teaching modality aimed at young people, adults and older adults who need to complete their studies so that their specificities are respected within this teaching and learning process. Objectives: Analyse aspects related to mathematics teaching in the 3rd phase of Youth and Adult Education (YAE) through the continuing education of teachers who work in the segment, proposing new methodologies based on the results of the ADE (Student Performance Assessment). Design: The research carried out was of a qualitative exploratory nature, using psychometr

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Okeke, Nkechi Mercy, Beatrice O. Onah, Nwakaego Ebele Ekwealor, Stella Chinweudo Ekwueme, Joy Onyinyechukwu Ezugwu, Esther Nwarube Edeh, Polycarp M. D. Okeke, Charles C. Onwuadi, and Emmanuel Ifeanyi Obeagu. "Effect of a randomized group intervention for depression among Nigerian pre-service adult education teachers." Medicine 102, no. 27 (July 7, 2023): e34159. http://dx.doi.org/10.1097/md.0000000000034159.

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Objective: Studies show that depression undermines the mental health of pre-service teachers. The objective of this research was to determine whether a rational emotive behavior intervention will be effective in treating depression among Nigerian pre-service adult education teachers. Methods: The study participants comprise 70 pre-service adult education teachers with moderate to severe depression. The treatment arm consist 35 pre-service adult education teachers, while the control arm consist 35 pre-service adult education teachers. With randomized control group design, an 8-week rational emo

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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.

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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

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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

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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.

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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 th

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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.

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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 t

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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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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.

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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 rath

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Kipasika, Honest. "Environmental Literacy in Teachers’ Training: Cognitive Elements and Environmental Behaviour of Prospective Student-Teachers." Journal of Adult Education in Tanzania 25, no. 1 (June 30, 2023): 41–55. http://dx.doi.org/10.61408/jaet2023v25i01.03.

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This study examined the level of environmental literacy among prospective student-teachers in the field of adult education and community development offered by the Institute of Adult Education in Tanzania. The randomly selected sample of 111 prospective student teachers admitted to the Diploma of Adult Education and Community Development (DAECD) was assessed using a questionnaire designed to measure environmental knowledge (cognitive) on national together with global issues and priorities, health and environment, water, ecology as well as environmental behaviours. Findings indicated that prosp

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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.

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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.

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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,

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Setyawan, Cahya Edi. "Pendekatan Andragogi dalam Pembelajaran Bahasa Arab." al Mahāra: Jurnal Pendidikan Bahasa Arab 3, no. 2 (December 22, 2017): 317–34. http://dx.doi.org/10.14421/almahara.2017.032-07.

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The term Andragogy does not seem so familiar to educators and teachers. Educators and teachers are more familiar with the term Pedagogy, because the term is used in education. If it refers to the meaning of the term Pedagogy is the education of children, while Andragogy is an adult education. Andragogy began to be known today by educational activists, this is because the emergence of the problem of education at this time is the number of adults who started learning material that the material should have been learned in childhood. The problem is how to adapt the educational methods used to adul

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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.

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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 understandin

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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.

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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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Souza e Silva, Nayra Suze, Luana Lemos Leão, Rose Elizabeth Cabral Barbosa, Rosângela Ramos Veloso Silva, Tatiana Almeida de Magalhães, Cristina Andrade Sampaio, Luiza Augusta Rosa Rossi-Barbosa, Adriane Mesquita de Medeiros, and Desirée Sant’Ana Haikal. "Physical Activity among Elderly Teachers Working in Basic Education Schools." Behavioral Sciences 13, no. 10 (October 14, 2023): 841. http://dx.doi.org/10.3390/bs13100841.

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This study aimed to assess the levels of physical activity (PA) among elderly teachers. It was an epidemiological, cross-sectional, and analytical web survey conducted with teachers working in public basic education schools. Data collection took place between October and December 2021 through an online form. The dependent variable was physical activity practice, classifying teachers as either physically active or inactive. Descriptive, bivariate, and multiple analyses were performed using Poisson Regression with robust variance. A total of 1907 teachers participated in the study, of whom 5.6%

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Moreno-Crespo, Pilar, Olga Moreno-Fernández, and Encarnación Pedrero-García. "Negative Stereotypes Towards Older People. A Study with Teachers in Initial Training." Revista Electrónica Educare 26, no. 1 (January 1, 2022): 1–20. http://dx.doi.org/10.15359/ree.26-1.19.

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Objective. To describe whether there are stereotypes towards older adults by the group of teachers in initial training. Method. The approach was quantitative and not probabilistic through a statistical study with university students preparing to become primary school teachers in the Spanish education system. This training profile includes adult and senior education as an additional professional opportunity. The sample (n=110) has been selected among students of the Primary Education Degree. We have applied the Negative Stereotype Questionnaire for the Elderly (CENVE) and the Educational Stereo

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Beder, Hal, and Natalino Carrea. "The Effects of Andragogical Teacher Training on Adult Students' Attendance and Evaluation of their Teachers." Adult Education Quarterly 38, no. 2 (June 1988): 75–87. http://dx.doi.org/10.1177/0001848188038002002.

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Voino-Danchyshyna, O. "Adult Education: Organizational Approaches Under Uncertainty." New Collegium 2, no. 104 (April 1, 2021): 67–73. http://dx.doi.org/10.30837/nc.2021.2.67.

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Education, undoubtedly, is recognized as determining the social configuration of each state. Most countries of the world are intensively developing and improving the adult education system as an important element of lifelong learning that ensures the development of society. The concept of lifelong education is viewed as a system of the future, which should become the basis for sustainable development, ensuring stability in society, socialization of a person in a changing social environment. Globalization world processes also have a significant impact on education. At the same time, individual

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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 & Lal

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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.

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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

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Kušić, Siniša, and Renata Hasel. "Adult Education Teachers’ Competencies for the Implementation of Sustainable Development." Andragoška spoznanja 27, no. 1 (April 19, 2021): 79–100. http://dx.doi.org/10.4312/as/9879.

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This paper presents the results of a study conducted on a sample of teachers working in adult education in Croatia with the aim of determining whether they possess the competencies needed for the implementation of sustainable development in the teaching process. The results show that the teachers who participated in the study mostly expressed positive attitudes but lower levels of both knowledge about sustainable development concepts and education for it. Even though teachers on average self-evaluated that they possessed almost every generic and specific competency needed for sustainable devel

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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.

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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, work

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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

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Baughman, Melissa, and Christopher M. Baumgartner. "Preservice teachers’ experiences teaching an adult community music ensemble." International Journal of Music Education 36, no. 4 (June 18, 2018): 601–15. http://dx.doi.org/10.1177/0255761418775128.

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The purpose of this study was to investigate the experiences of four preservice music teachers as leaders of adult chamber ensembles. Through examination of these teachers’ reflections, we sought to answer the following questions: (a) What impact does leading an adult chamber ensemble have on preservice teachers’ perceptions of their instructional behaviors? (b) Which specific instructional behaviors do preservice teachers focus upon when teaching adult learners? (c) How might preservice teachers project their experience teaching adult learners in a community music program to future experience

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Savenko, Oleksandr, Olga Kaitanovska, and Iryna Shniukova. "World Innovations in vocational Education of Adults." Problems of Education, no. 1(96) (July 16, 2022): 170–86. http://dx.doi.org/10.52256/2710-3986.1-96.2022.11.

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The article reveals global innovations in the field of adult vocational training. The world experience in the field of organization of professional training of adults is also covered. It is proved that the professionalization of adult education requires the training of teachers in this field. In accordance with the research of foreign researchers, a role map and functions of an andragogy specialist have been developed, which help to build an idea of one's problem and make decisions about the educational and professional choice of an adult. The most rational ways of development of the system of

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Jarvis, Peter. "Teachers and Learners in Adult Education: Transaction or Moral Interaction?" Studies in the Education of Adults 27, no. 1 (April 1995): 24–35. http://dx.doi.org/10.1080/02660830.1995.11730613.

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Kaywell, Joan F. "Conversations from the Commissions: Preparing Teachers to Teach Young Adult Literature." English Education 33, no. 4 (July 1, 2001): 323–27. http://dx.doi.org/10.58680/ee20011589.

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The Conference on English Education Commission of the Study and Teaching of Young Adult Literature (1999) struggles to define young adult literature in order to help English education instructors achieve NCTE/NCATE approval.

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Beeli-Zimmermann, Sonja. "Extending belief research to adult basic education: an exploration of some adult educators’ beliefs about numeracy and its teaching." Zeitschrift für Weiterbildungsforschung 42, no. 3 (October 31, 2019): 357–77. http://dx.doi.org/10.1007/s40955-019-00149-9.

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Abstract While belief research has become an integral part of the educational research agenda, it has been uneven. One neglected area is the beliefs of adult education teachers. Focusing on five such teachers working in adult basic education and teaching numeracy in Switzerland, this exploratory study uses different data to describe their beliefs about numeracy and its teaching. It is shown that this group holds clearly different views from other groups of adult teachers and it is argued that extending belief research to this target group using different approaches could contribute to a wider

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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.

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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 materia

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