"Teaching Is a Learning Experience": Exploring Faculty Engagement with Low-Income Adult Learners in a College-Community Partnership Program

Autor/inn/en	Bourke, Alan; Vanderveken, James; Ecker, Emily; Bell, Hayley; Richie, Kimberly
Titel	"Teaching Is a Learning Experience": Exploring Faculty Engagement with Low-Income Adult Learners in a College-Community Partnership Program
Quelle	In: Canadian Journal of Education, 43 (2020) 2, S.314-340 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5979
Schlagwörter	College Faculty; Low Income; Adult Students; School Community Programs; Urban Areas; Student Needs; Teacher Attitudes; Delivery Systems; Social Justice; Access to Education; Postsecondary Education; Learner Engagement; Foreign Countries; Student Empowerment; Teacher Student Relationship; Community Centers; Instructional Design; Classroom Environment; Canada + Suchen Sie Ihr Suchwort? Fakultät; Niedriglohn; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Urban area; Stadtregion; Lehrerverhalten; Auslieferung; Soziale Gerechtigkeit; Education; Access; Bildung; Zugang; Bildungszugang; Post-secondary education; Tertiäre Bildung; Ausland; Studienberechtigung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lesson concept; Lessonplan; Unterrichtsentwurf; Klassenklima; Unterrichtsklima; Kanada
Abstract	This article examines interview data with faculty teaching in a college-community partnership program for low-income adult students in an urban setting. The purpose of the study was to explore faculty understandings of the diverse learning needs of their students and the perceptions they have of the efficacy of their teaching practices regarding course design and delivery. Findings highlight the central dynamic of teaching as a negotiated relationship and process of mutual learning between faculty and students, and the means by which faculty work to create engaging and empowering classroom environments. Our research is relevant to educators interested in designing and delivering courses from a social justice perspective in order to encourage adults from low-income communities to pursue a post-secondary pathway. (As Provided).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: https://cje-rce.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01