Cuatro Modelos para Disenar Actividades de Capacitacion de Docentes (Four Models to Design In-Service Teacher Training Activities).

Autor/in	Valle, Victor M.
Institution	Organization of American States, Washington, DC. Dept. of Educational Affairs.
Titel	Cuatro Modelos para Disenar Actividades de Capacitacion de Docentes (Four Models to Design In-Service Teacher Training Activities).
Quelle	(1981), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	spanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Decision Making; Diagrams; Inservice Teacher Education; Models; Program Design; Program Development; Systems Approach; Teaching Methods + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Decision-making; Entscheidungsfindung; Charts; Diagram; Diagramm; Tabellarische Überischt; Tabelle; Lehrerfortbildung; Analogiemodell; Programme design; Programmaufbau; Programmplanung; Systemischer Ansatz; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In designing inservice teacher training activities, it is necessary to apply educational principles and teaching and learning techniques which are suitable for adult education programs. Four models for designing inservice teacher training programs are the Malcom Knowles Model, the Leonard Nadler Model, the Cyril O. Houle Model, and the William R. Tracey Model. Emphasizing a process that takes into account the learner participation in organizing the training activity, the Knowles Model consists of seven steps. Based on the "critical events" of a training process, the Nadler Model focuses on the type of work which should be done by an individual. A fundamental characteristic of this model is that evaluation occurs at each step of the process. Including seven sequential points of decision-making, the Houle Model involves the first point reacting to the last point. Utilizing the "systems approach," the Tracey Model consists of 15 steps grouped into 3 categories: system needs, development, and validity. These four models are briefly described and illustrated with a diagram. For a more detailed description of each model, a bibliographic reference is provided. (Author/NQA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC