Making Meanings: Exploring Teachers' Thinking in Adult Education.

Autor/inn/en	Malcolm, Janice; Zukas, Miriam
Titel	Making Meanings: Exploring Teachers' Thinking in Adult Education.
Quelle	(2002), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Educators; Adult Learning; Attitude Change; Career Change; Case Studies; College Faculty; Comparative Analysis; Intellectual Disciplines; Males; Postsecondary Education; Reference Groups; Teacher Attitudes; Teacher Behavior; Teacher Characteristics; Teacher Student Relationship; Work Attitudes; Work Experience + 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; Attitudinal change; Einstellungsänderung; Career changes; Berufswechsel; Case study; Fallstudie; Case Study; Fakultät; Geisteswissenschaften; Male; Männliches Geschlecht; Post-secondary education; Tertiäre Bildung; Reference group; Bezugsgruppe; Lehrerverhalten; Teacher behaviour; Teacher student relationships; Lehrer-Schüler-Beziehung; Work attitude; Arbeitshaltung; Employment experience; Job experience; Occupational experience; Berufserfahrung
Abstract	The relationship between adult educators' disciplinary and pedagogic identities was explored through case studies of two adult educators. Both were males. One became an adult educator after spending 15 years as a social worker and social work trainer, and the other became a part-time adult educator after being a chartered surveyor. The former social worker stated that he continues to "trade on" his social work identity as a means of gaining credibility with some of his students but that he has become increasingly detached from some of the current received wisdom of the profession. Although he takes his teaching very seriously, he does not believe that he has made a transition into the pedagogic community of adult education. The former surveyor also takes his teaching very seriously; however, he conceives of it principally as the nurturing of a relationship with his students and as inducting them into the possibility of taking a more holistic approach to their own lives rather than feeling themselves to be labeled or constrained by their current course. The different approaches of both teachers was called into question a number of the assumptions underpinning the idea of a dimension along which disciplinary and pedagogic identities can be seen as in some way opposed. (11 references) (MN)
Anmerkungen	Adult and Community College Education, Box 7801, North Carolina State University, Raleigh, NC 27695-7801 ($30). For full text: http://www.ncsu.edu/ced/acce/aerc/start.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC