A Staff Development Model for Adult Educators. Process, Content, and Assessment.

Autor/inn/en	Burrichter, Arthur W.; Gardner, Daniel L.
Institution	Florida Atlantic Univ., Boca Raton.
Titel	A Staff Development Model for Adult Educators. Process, Content, and Assessment.
Quelle	(1978), (42 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lernender; Adult Education; Adult Educators; Community Development; Competence; Competency Based Teacher Education; Continuing Education; Curriculum Design; Inservice Teacher Education; Interpersonal Relationship; Learning Theories; Needs Assessment; Postsecondary Education; Professional Development; Self Evaluation (Groups); Self Evaluation (Individuals); Staff Development; Teacher Educator Education; Teacher Workshops; Teaching Methods; Florida + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Community; Development; Entwicklung; Kompetenz; Weiterbildung; Lehrplangestaltung; Lehrerfortbildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Learning theory; Lerntheorie; Bedarfsermittlung; Post-secondary education; Tertiäre Bildung; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Personnel development; Personalentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This publication is a guide for designing programs to develop adult educator competencies as determined by other adult educators in Florida. The first section of the three-part publication explains the process of developing the list of essential competencies needed by adult educators, which makes up the second section of the document. The listing of adult educator competencies includes statements that describe the essential knowledge and skill desired for effective teaching of adults. Statements are classified into five broad areas (instructional skills, interprersonal relationships, curriculum design, perspectives of learning, community development); and each area includes two key statements. These key statements are general content guides for designing programs. The third section, Assessment, covers assessment in three formats: a self-assessment instrument for adult educators to reflect upon their own performance, and needs assessment instruments for both large and small groups. The guide is intended for use in developing staff training programs for adult educators. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC