A Response to Life Transitions: The Preparation of Adult Educators.

Autor/inn/en	Levine, S. Joseph; Snoddy, James E.
Titel	A Response to Life Transitions: The Preparation of Adult Educators.
Quelle	(1987), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Educators; Continuing Education; Faculty Development; Higher Education; Midlife Transitions; Student Attitudes; Summer Programs; Teacher Attitudes; Teacher Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Weiterbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Midlife-Krise; Schülerverhalten; Sommerkurs; Lehrerverhalten; Lehrerausbildung; Lehrerbildung
Abstract	A study examined the life transitions of adult educators and their perceptions toward a summer university program. The Summer Chautauqua Program was conducted to model program evaluation techniques for students of adult and continuing education, to provide data for program planners relative to the maintenance and revision of the summer program, and to attempt to substantiate currently accepted understanding of why adults pursue or resume formal learning efforts. The program involved a two-week, intensive format; pre-class assignments; planned out-of-class activities; considerable in-class discussion; and a variety of other features. Study participants were divided into two random groups with each group receiving a separate questionnaire. One questionnaire pertained to the summer program and the other pertained to the general program of studies in adult and continuing education. Results showed relatively high ratings for all aspects of the summer program. The term of greatest preference for enrollment in courses was summer; winter was the term of lowest preference. Over 50 percent of the respondents indicated that one reason for enrolling in courses in adult and continuing education was to assist in some life transition or change. Teaching principles that emerged from this study included opportunity for student input, quality of instruction, opportunity for study interaction, clarity of program information, and supportive out-of-class activities. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC