When Co-Occurring Factors Impact Adult Learners: Suggestions for Instruction, Preservice Training, and Professional Development

Autor/in	Housel, David A.
Titel	When Co-Occurring Factors Impact Adult Learners: Suggestions for Instruction, Preservice Training, and Professional Development
Quelle	In: Adult Learning, 31 (2020) 1, S.6-16 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
DOI	10.1177/1045159519849910
Schlagwörter	Adult Educators; Adult Students; Preservice Teacher Education; Andragogy; Educational Background; Attitudes toward Disabilities; Students with Disabilities; Learning Disabilities; Autism; Pervasive Developmental Disorders; Trauma; Access to Education; Culturally Relevant Education; Individualized Instruction; Inservice Teacher Education; Faculty Development + Suchen Sie Ihr Suchwort? Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Lehramtsstudiengang; Lehrerausbildung; Andragogics; Andragogik; Vorbildung; Disability; Disabilities; Behinderung; Learning handicap; Lernbehinderung; Autismus; Education; Access; Bildung; Zugang; Bildungszugang; Individualisierender Unterricht; Lehrerfortbildung
Abstract	This literature review explored areas that are often manifest in adult classrooms but insufficiently addressed or overlooked in preservice training and in-service professional development for educators of adults. Three overarching themes emerged: (a) educational background considerations (e.g., significant interruptions in formal education), (b) disability considerations (e.g., learning disabilities and students on the autism spectrum), and (c) status considerations (e.g., domestic violence and mental health issues). This overview of the identified themes was contextualized within andragogy, which posits ways that adults learn differently from children. Recommendations to enhance instructional approaches were interwoven throughout the review. Following the overview and instructional recommendations, preliminary assertions for strengthening preservice training and ongoing professional development for educators of adults and areas for future research were advanced. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01