Conversations with Long-Time Adult Educators: The First Three Generations.

Autor/in	Maher, Patricia A.
Titel	Conversations with Long-Time Adult Educators: The First Three Generations.
Quelle	(2002), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Educators; Adult Learning; Andragogy; Beginning Teacher Induction; Biographies; Definitions; Educational Change; Educational History; Educational Practices; Educational Principles; Educational Researchers; Educational Theories; Educational Trends; Extension Education; Foundations of Education; Influences; Intergenerational Programs; Knowledge Base for Teaching; Learning Theories; Master Teachers; Military Training; Models; Postsecondary Education; Professors; Religious Education; Synthesis; Teacher Attitudes; Teacher Background; Teacher Student Relationship; Teaching Experience; Telephone Surveys; Theory Practice Relationship; Transformative Learning; Trend Analysis + 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; Adulte education; Andragogics; Andragogik; Biography; Biografie; Biographie; Begriffsbestimmung; Bildungsreform; History of education; Bildungsgeschichte; Bildungspraxis; Bildungsprinzip; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Educational theory; Theory of education; Bildungstheorie; Bildungsentwicklung; Erweitertes Bildungsangebot; Grundlagenausbildung; Influence; Einfluss; Einflussfaktor; Teaching theory; Theory of teaching; Unterrichtstheorie; Learning theory; Lerntheorie; Militärausbildung; Analogiemodell; Post-secondary education; Tertiäre Bildung; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Telephone interview; Telefoninterview; Theorie-Praxis-Beziehung; Pädagogische Transformation; Trendanalyse
Abstract	Trends in the academic field of adult education were examined by exploring the collective perspectives of 52 long-time university professors in the United States. The following data sources were used: biographical vitae; written responses to an interview guide; and semi-structured oral history interviews conducted primarily by telephone. The study findings were used to construct a model of the first three generations of adult education professors. Across the generations, the early experiences that led people to the academic field of adult education manifested similar patterns, with most individuals having come from teaching, cooperative extension, religious education, and military education. Most of those interviewed supported a definition of adult education emphasizing core beliefs about the unique differences separating adults from children as learners. Many were self-described generalists who referred to adult education as a field of practice focusing on concepts of androgyny and transformative learning. Areas of concern cited by those interviewed included the decline in university graduate programs, fragmentation of the field into various subfields of practice, increasingly narrow research and literature, and a lack of national political representation. (The following items are appended: list of participants; diagram of adult education genealogy; and information about the 18 individuals and 12 books most frequently identified as influential by practitioners.) (MN)
Anmerkungen	For full text: http://www.coedu.usf.edu/ache/conversations.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC