Combining "Subject Knowledge" with "How to Teach": An Exploratory Study of New Initial Teacher Education for Teachers of Adult Literacy, Numeracy and English for Speakers of Other Languages

Autor/inn/en	Lucas, Norman; Loo, Sai; McDonald, Jeremy
Titel	Combining "Subject Knowledge" with "How to Teach": An Exploratory Study of New Initial Teacher Education for Teachers of Adult Literacy, Numeracy and English for Speakers of Other Languages
Quelle	In: International Journal of Lifelong Education, 24 (2005) 4, S.337-350 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
Schlagwörter	Foreign Countries; Educational Policy; Educational Quality; Adult Education; Literacy Education; Numeracy; English (Second Language); Second Language Learning; Teacher Education; Individual Needs; Prior Learning; Teaching Experience; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Rechenkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lehrerausbildung; Lehrerbildung; Vorkenntnisse; Großbritannien
Abstract	This paper is based on a research project that explored a UK Government initiative to improve the quality of teaching adults, numeracy, literacy and English as a second other language. The findings will be of interest to teacher educators generally and also to those involved in teaching adults, language, literacy and numeracy. The paper reports on the main findings of the research and sets the context for the presentation of models and concepts for rethinking how to meet the diverse prior experience and qualifications of those on teacher training programmes, as well as the challenges of relating a deeper understanding of "what you teach" and "how you teach it." Among the many issues raised by this paper, priority is given to the importance of the sequencing and organization of teacher training courses to meet the individual needs of trainees, who in the context of teaching adults in the UK have very different levels of teaching experience, prior subject knowledge and learning needs. (Contains 2 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10