Literaturnachweis - Detailanzeige
Autor/in | Taylor, Edward W. |
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Institution | Georgia Univ., Athens. Dept. of Adult Education. |
Titel | Teaching Beliefs of Graduate Students in Adult Education: A Longitudinal Perspective. |
Quelle | (2002), (13 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Adult Education; Adult Educators; Attitude Change; Beliefs; Educational Principles; Educational Research; Graduate Study; Higher Education; Longitudinal Studies; Outcomes of Education; Qualitative Research; Teacher Attitudes; Teacher Education Programs; Teacher Expectations of Students Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Attitudinal change; Einstellungsänderung; Belief; Glaube; Bildungsprinzip; Bildungsforschung; Pädagogische Forschung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernleistung; Schulerfolg; Qualitative Forschung; Lehrerverhalten |
Abstract | A qualitative longitudinal study, intended to encourage graduate programs to reflect on how their programs are making a difference in their students' adult teaching practice, explored how practicing adult educators' beliefs about teaching were impacted by participating in a graduate program in adult education. Sixteen practicing adult educators were interviewed twice over a period of 2 years. Findings indicated graduate school had little impact on the teaching beliefs of participants. The majority of participants maintained a teacher-centered view of teaching, continued to view knowledge as separate from the knower, maintained a belief about learning as an increase in knowledge and the result of doing, and continued to reflect an instrumental view of teaching. A change in belief that began to emerge was a growing recognition of the significance of engaging student experience in practice. (Contains 35 references.) (Author/YLB) |
Anmerkungen | For full text: http://www.coe.uga.edu/hsp/monographs2/taylor.pdf. |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |