Is Adult Education a Calling? Shaping Identity and Practice in Steel Mill Learning Centers

Autor/inn/en	Rose, Amy D.; Jeris, Laurel; Smith, Robert
Titel	Is Adult Education a Calling? Shaping Identity and Practice in Steel Mill Learning Centers
Quelle	In: Teachers College Record, 107 (2005) 6, S.1305-1334 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
DOI	10.1111/j.1467-9620.2005.00514.x
Schlagwörter	Career Development; Adult Educators; Adult Education; Knowledge Base for Teaching; Faculty Development; Identification (Psychology); Teacher Attitudes; Teacher Education; Context Effect; Metallurgy + Suchen Sie Ihr Suchwort? Berufsentwicklung; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Adult; Adults; Education; Adult basic education; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Hüttenwesen
Abstract	Adult educators employed in steel mill career development programs offer the field a unique glimpse into the relationship between context and career trajectories. This article explores the lives of these adult educators against the backdrop of contemporary theories of career development, situated learning, and continuing professional development as a function of career identity. In particular, this article reports on a study that examined how teachers reflected on their practice and the implications this may have for the development of their professional identity. The specific questions this research addressed included: How did the teachers acquire the knowledge they feel they need to teach in the classroom or work in an adult education setting? How do they come to see themselves as adult educators? What does this mean to them? To what extent does reflection on practice lead to the development of identity as adult educators? Evidence suggests that although the field of adult education has explored career paths of its members in numerous contexts and theorized about how these elements come together, it has yet to describe, much less theorize, the path of those who locate themselves within and contribute to the practice of adult education outside of the mainstream. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10