Adult Learning Principles and Teacher Professional Development

Marjorie Ringler

ISBN 10: 3838313348 / ISBN 13: 9783838313344

Published by LAP LAMBERT Academic Publishing Mai 2010, 2010

About this Item

This item is printed on demand - Print on Demand Titel. Neuware -This study evaluated professional development and determined whether teachers (n=24) perceived a learner-centered or a teacher-centered approach for learning. The evaluation focused on adult learning principles: learner-centered activities, personalizing instructions, relating teaching to student experience, assessing participant needs, climate-building, student participation in the learning process, and flexibility for personal development by students. This study also examined the relationship between the years of teaching, the level of education, and participants¿ perceptions of adult learning principles. Data analyzed consisted of written evaluations, implementation plans, and Principles of Adult Learning Scale (PALS) survey. Results indicated that participants perceived instruction to be more learner-centered than expected, although overall perception was teacher- centered. The principle: relating to participants¿ experiences was perceived to be consistently present. There was a strong indication that participants with ten or more years of teaching perceived instruction more learner-centered than the less experienced participants.Books on Demand GmbH, Überseering 33, 22297 Hamburg 200 pp. Englisch.

Seller Inventory # 9783838313344

Bibliographic Details

• Title: Adult Learning Principles and Teacher Professional Development
• Publisher: LAP LAMBERT Academic Publishing Mai 2010
• Publication Date: 2010
• Language: English
• ISBN 10: 3838313348
• ISBN 13: 9783838313344
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 220W x 150H x 12D millimeters 220 millimeters width by 150 millimeters height by 12 millimeters depth
• Weight: 316 grams

About this title

Synopsis

This study evaluated professional development and determined whether teachers (n=24) perceived a learner-centered or a teacher-centered approach for learning. The evaluation focused on adult learning principles: learner-centered activities, personalizing instructions, relating teaching to student experience, assessing participant needs, climate-building, student participation in the learning process, and flexibility for personal development by students. This study also examined the relationship between the years of teaching, the level of education, and participants’ perceptions of adult learning principles. Data analyzed consisted of written evaluations, implementation plans, and Principles of Adult Learning Scale (PALS) survey. Results indicated that participants perceived instruction to be more learner-centered than expected, although overall perception was teacher- centered. The principle: relating to participants’ experiences was perceived to be consistently present. There was a strong indication that participants with ten or more years of teaching perceived instruction more learner-centered than the less experienced participants.

About the Author

Dr. Ringler is an Assistant Professor of Educational Leadership at East Carolina University in North Carolina. She continues her research on effective professional development that benefits principals, teachers, and English Language Learners in rural schools.