The Adult Basic Education Profession and Competence: Promoting Best Practice. Final Report 1993.

Autor/inn/en	Scheeres, Hermine; und weitere
Institution	Technology Univ., Sydney (Australia).
Titel	The Adult Basic Education Profession and Competence: Promoting Best Practice. Final Report 1993.
Quelle	(1993), (88 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-86365-051-2
Schlagwörter	Adult Basic Education; Adult Educators; Competence; Competency Based Teacher Education; Educational Research; Foreign Countries; Knowledge Base for Teaching; Professional Development; Teacher Competencies; Teacher Competency Testing; Teacher Qualifications; Australia + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Kompetenz; Bildungsforschung; Pädagogische Forschung; Ausland; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrkunst; Lehrqualifikation; Australien
Abstract	This report describes the adult basic education profession in Australia across state boundaries and across a wide range of contexts. Chapter 1 discusses competencies and professions and why competency-based teacher education has been unsuccessful. Chapter 2 discusses the context of Adult Basic Education Competencies. Chapter 3 describes the research methodology that led to development of the competency descriptors: three functional analysis workshops with practitioners, group and individual critical incidents interviews, observations of and interviews with 29 teachers, examination of documents, and review of information from other projects. Chapter 4 outlines the competency descriptions. Competencies are divided into seven units, each consisting of two to four elements with related performance criteria and cues (examples). The units are as follows: adult learning and teaching approaches and practices; selection and placement of students; managing learning situations; monitoring learning; evaluation of programs; community communication and consultation; and professional development and training. Chapter 5 describes how each element was validated using data in the critical incidents, observations, and interviews. Appendixes contain competency standards information, and critical incident interview and observation/interview questions and data. (Contains 51 references.) (YLB)
Anmerkungen	Language and Literacy Centre, Faculty of Education, University of Technology, Sydney, P.O. Box 123, Broadway, New South Wales 2007, Australia.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC