A Critical Review of Adult Education Teacher Preparation and Professional Development: Measuring Racial Identity Development and Teacher Dispositions

Autor/in	Korbas, Crystal Land
Titel	A Critical Review of Adult Education Teacher Preparation and Professional Development: Measuring Racial Identity Development and Teacher Dispositions
Quelle	(2021), (174 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, East Bay
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-4044-7
Schlagwörter	Hochschulschrift; Dissertation; Adult Education; Adult Educators; Social Justice; Minority Group Students; Racial Identification; Teacher Characteristics; Teacher Background; Teacher Education; Professional Development; Teaching Methods; Humanization; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Soziale Gerechtigkeit; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Humanisierung; Kalifornien
Abstract	Adult education is a field that needs teachers that exhibit social justice dispositions in their classrooms. As the students in these classrooms are predominantly people of color, the teachers who support them in the pursuit of their educational goals need to have a deeper understanding of their culture and backgrounds in order to enable trust and develop a partnership. This mixed methods study uses survey and interview data to examine the racial identity development status of adult education teachers throughout California, the relationship racial identity development has on their teacher dispositions, and their likelihood to implement humanizing pedagogies in their classrooms. In addition, this study evaluates the relationship that exposure to multicultural classes in college, social justice instruction during teacher preparation, and social justice activities during teacher preparation and professional development has on the teacher dispositions of this group. In a field that is largely made up of mature, White European teachers, who have had limited exposure to social justice curriculum in their teacher preparation and professional development opportunities, the results of this mixed methods study identified gaps in teacher preparation and professional development in the areas of andragogy and social justice as well as inconsistent levels of humanizing pedagogies implementation in their classrooms. Additionally, many adult education administrators were not prepared to identify the gaps in the teacher preparation to identify the professional development needed by new-to-the-field teachers and more experienced adult education teachers at their schools. Compounding the problem, the study identified that many adult education administrators are supporting a myriad of other programs outside of the adult education field, potentially distracting them from focusing on providing this important professional development. Ultimately, this study highlights the need for opportunities to continue to be provided to develop these social justice dispositions and knowledge of andragogy during teacher preparation courses and professional development opportunities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01