Literaturnachweis - Detailanzeige
Autor/inn/en | Smith, Cristine; Hofer, Judy; Gillespie, Marilyn; Solomon, Marla; Rowe, Karen |
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Institution | National Center for the Study of Adult Learning and Literacy |
Titel | How Teachers Change: A Study of Professional Development in Adult Education. NCSALL Reports Number 25 |
Quelle | (2003), (193 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Adult Education; Adult Educators; Change; Professional Development; Teacher Workshops; Mentors; Academic Persistence; Teacher Role; Teacher Characteristics; Influences; Teaching Experience; Teacher Motivation; Educational Attainment; Teaching Conditions; Educational Quality; Time Factors (Learning); Participative Decision Making; Models; Connecticut; Maine; Massachusetts Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Wandel; Lehrerrolle; Influence; Einfluss; Einflussfaktor; Bildungsabschluss; Bildungsgut; Lehrbedingungen; Unterrichtsbedingungen; Quality of education; Bildungsqualität; Analogiemodell; Master-Studiengang |
Abstract | The National Center for the Study of Adult Learning and Literacy (NCSALL) Professional Development Study investigated how adult education teachers changed after participating in one of three different models of professional development (multisession workshop, mentor teacher group, or practitioner research group), all on the same topic of learner persistence. The study also investigated the most important individual, professional development, program, and system factors that influenced the type and amount of teacher change. This study was conducted primarily to help professional development decision-makers plan and deliver effective professional development, and to understand the factors that influence how teachers change as a result of professional development. The sample consisted of 106 women and men from three New England states (Maine, Massachusetts, and Connecticut). For the teachers in this study, change did not occur in a vacuum. How--and how much--a teacher changed was influenced by a complex interaction of factors: who teachers were coming into the professional development, the professional development itself, and the program and system in which teachers worked. While most teachers who participated in the professional development made some change, change was limited among teachers who felt less of a need to learn, who attended professional development that was not of high quality, and/or who worked in programs and situations where they were not supported to change. The authors propose several recommendations, based on the findings from their study, for policymakers in programs and states, for professional developers, and for teachers themselves to better support teachers so that they are able to make the most of professional development and contribute to the positive differences they seek in students' lives. Appendices include: (1) Professional Development Models and Objectives; (2) Defining Teacher Change; (3) Criteria for Rating Group Quality; and (4) Additional Information on Factors. (Contains 38 tables, 4 figures, and 73 footnotes.) [For the research brief, see ED508606.] (ERIC). |
Anmerkungen | National Center for the Study of Adult Learning and Literacy (NCSALL). 44 Farnsworth Street, Boston, MA 02210. Tel: 617-482-9485; e-mail: ncsall@worlded.org; Web site: http://www.ncsall.net |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |