Teaching Beliefs of Graduate Students in Adult Education: A Longitudinal Perspective.

Autor/in	Taylor, Edward W.
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 kostenfreie Datei Verfügbarkeit
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 + 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; 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