We Are Now in the Driver's Seat: A Practitioner Evaluation of the Virginia Adult Education Professional Development System.

Autor/inn/en	Foucar-Szocki, Diane; Erno, Susan; Dilley, Sarah; Grant, Suzanne Poore; Hildebrandt, Nancy; Leonard, Mimi Stout; Smith, Greg
Institution	Virginia Association of Adult and Continuing Education, Charlottesville.
Titel	We Are Now in the Driver's Seat: A Practitioner Evaluation of the Virginia Adult Education Professional Development System.
Quelle	(1997), (135 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Administrators; Adult Education; Adult Educators; Information Sources; Information Utilization; Lifelong Learning; Needs Assessment; Professional Development; Program Effectiveness; Program Evaluation; Research and Development; State Programs; Teacher Attitudes; Theory Practice Relationship; Use Studies; Virginia + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Information source; Informationsquelle; Informationsnutzung; Life-long learning; Lebenslanges Lernen; Bedarfsermittlung; Programme evaluation; Programmevaluation; Forschung und Entwicklung; Regierungsprogramm; Lehrerverhalten; Theorie-Praxis-Beziehung; Benutzerschulung
Abstract	A study examined the extent to which Virginia Professional Development System (VPDS) components met practitioner needs and the degree to which they constituted an inquiry-based professional development system. Interviews with over 50 Virginia Institute for Lifelong Learning (VAILL) participants focused on their use of the Centers for Professional Development, Literacy Resource Center, PROGRESS Newsletter, Adult Educator's Research Network, Learning Plans, and VAILLs. These practitioners pursued their learning inside and outside of VPDS and looked to local and regional personnel and resources as their first source for information and learning and to VAILLs for practical applications, information, and the opportunity to learn from colleagues. PROGRESS was widely received, read, and valued. Most found the Resource Center and the professional development centers responsive to their needs. The Research Network was the least-known component. Knowledge of VPDS components reflected the practitioners' role in adult education, location in the state, and years of service. Many practitioners saw learning plans as a time-consuming, independent, self-directed enterprise and focused on the required paperwork. Practitioners wanted to learn with others, know the impact of their learning on practice, and have paid time to engage in learning. Recommendations were related to access and support, community, and voice. (Appendixes contain the interview protocol and 37 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC