Adult Basic and Literacy Education Staff Competencies: A Literature Review and Recommendations for Developing a Competency-Based Staff Development Program in Pennsylvania.

Autor/in	Reiff, Tana
Institution	New Educational Projects, Inc., Lancaster, PA.
Titel	Adult Basic and Literacy Education Staff Competencies: A Literature Review and Recommendations for Developing a Competency-Based Staff Development Program in Pennsylvania.
Quelle	(1995), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Educators; Adult Literacy; Adult Students; Competence; Competency Based Education; Educational Resources; Literacy Education; Professional Development; State Programs; Student Evaluation; Teaching Methods; Pennsylvania + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Kompetenz; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Bildungsmittel; Regierungsprogramm; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	As part of a project to improve professional development for adult basic and literacy educators in Pennsylvania, a literature review was conducted of studies of professional competencies needed by adult educators. Extensive review of previous studies showed that hundreds of competencies had been identified. Some states also had generated their own lists of competencies for adult educators. From the review, detailed descriptive lists of professional competencies for teachers in the areas of adult literacy, adult basic education, and English as a second language were generated for potential use in implementing a formalized system for promoting documentation of such competencies among adult basic and literacy educators in Pennsylvania. Competencies were listed in four general areas: (1) adult learning in the context of the educational program and the community; (2) assessment of learner needs and of progress toward goals; (3) curriculum materials in content areas; and (4) instructional process and practice. A process for validating these competencies was documented. (Contains 28 references.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC