Resources for Educators of Adults. Professional Development of Educators of Adults.

Autor/in	Charters, Alexander N.
Institution	Syracuse Univ., NY. Publications Program in Continuing Education.
Titel	Resources for Educators of Adults. Professional Development of Educators of Adults.
Quelle	(1978), (22 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Adult Educators; Agency Role; Educational Resources; Entry Workers; Financial Support; Higher Education; Inservice Education; Job Skills; Learning Activities; Needs Assessment; Performance Factors; Professional Recognition; Professional Training; Program Development; Program Evaluation; Speeches; Staff Development + Suchen Sie Ihr Suchwort? Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Bildungsmittel; Finanzielle Förderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Berufsbegleitende Ausbildung; Produktive Fertigkeit; Lernaktivität; Bedarfsermittlung; Leistungsindikator; Berufliche Fachbildung; Berufliche Fortbildung; Programmplanung; Programme evaluation; Programmevaluation; Personnel development; Personalentwicklung
Abstract	To have an impact in the adult education field, adult educators must improve their competencies through professional development. Although adult education academic programs exist, many agencies hiring adult educators do not require this background and frequently are unaware that the field exists. The Coalition of Adult Education Organizations has appointed a committee to study and take action in the professional development field. Professional development is needed for those preparing to enter the field, those entering with insufficient preparation, those requiring training to continue working effectively, and those preparing for professionally related roles. Development programs can improve adult educators' competencies, such as the ability to relate theory to practice. Adult educators should be involved in assessing their own needs, which are transformed into agency, sponsor, and individual objectives that influence the development of learning opportunities. These opportunities can involve many types of programs, activities, and resources which may be part of a diploma, research, or professional development program. To facilitate program and productivity evaluation, performance objectives must be clearly stated. Adult education agencies should have professional development policies and should indicate competencies required for higher positions. Those sponsoring professional development must recognize that financial support and recognition are important motivational factors. (A Spanish translation of this paper is available--see note.) (CSS)
Anmerkungen	Syracuse University Printing Services, 125 College Place, Syracuse, New York 13210 ($3.50)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01