The Delivery and Content of Training for Adult Education Teachers and Volunteer Instructors. Study of ABE/ESL Instructor Training Approaches.

Autor/inn/en	Tibbetts, John; und weitere
Institution	San Francisco State Univ., CA.; Pelavin Associates, Inc., Washington, DC.
Titel	The Delivery and Content of Training for Adult Education Teachers and Volunteer Instructors. Study of ABE/ESL Instructor Training Approaches.
Quelle	(1991), (85 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Educators; Basic Skills; Course Content; Delivery Systems; Educational Research; English (Second Language); Inservice Teacher Education; Program Content; Program Design; Program Development; Second Language Learning; Staff Development; Volunteer Training; Volunteers + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Basic skill; Grundfertigkeit; Kursprogramm; Auslieferung; Bildungsforschung; Pädagogische Forschung; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerfortbildung; Programmgestaltung; Programme design; Programmaufbau; Programmplanung; Zweitsprachenerwerb; Personnel development; Personalentwicklung; Freiwilliges Betriebspraktikum; Freiwilliger
Abstract	The delivery and content of training for teachers and volunteer instructors in adult basic education (ABE) and English as a Second Language (ESL) were documented in a study. Two sources of information were the research literature and extant data from states on training activities. Findings indicated that training for adult education teachers and volunteer instructors was influenced by factors related to ABE and ESL instruction. Section 353 of the Adult Education Act was the primary source of funding for training. Training services were provided by state, regional, and local agencies, which offered varied training activities. Many states relied on multiple training formats. Single workshops and single conferences were the primary method for training, even though "one-shot" staff development experiences were not as effective as longer-term multiple-session approaches. Highlighted features of effective training programs showed that they: are based on systematically identified needs, involve teacher participants in planning and decision making, maintain a positive climate, show evidence of systematic decision making, reflect up-to-date knowledge, and reflect continuity. Two categories of content for training were identified. Subject matter content should include basic skills, higher order skills, and second language acquisition. Pedagogical content as it related specifically to teaching ABE and ESL participants was necessary. (151 references) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01