By: Donyale Carter
EDU 660
Fall 2015
September 26, 2015

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Different theories that focus on the learning strengths of individual teachers
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Novice teachers vs. experienced teachers
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With appropriate supervision teachers can broaden their adaptation and change strategies.
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Conform to an uncomfortable teaching environment, change it, or leave

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Andragogy-adults have a psychological need to be self directing, bring experience that can/should be tapped into the learning, readiness to learn is influenced by problem solving, and want to use wants learned immediately.
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Self Directed Learning (SDL)-focuses on the individual, learning that adults engage in systematically as part of everyday life and without benefit of an instructor.
Supervisors should be matched to the level of SDL
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Transformational Learning-learning from experience, minor events that create opportunity for growth and development

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Experience and Learning: Situated Cognition, Informal, and Incidental
Learning
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Situated cognition-apprenticeship, communities of practice, supported participation
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Informal learning (less structured than formal learning)-networking, informal coaching, mentoring
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Incidental learning-by product of some other type of activity
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Holistic Adult Learning
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Embodied, spiritual-connectedness t the world, and narrative learning-personal narrative and biographies
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Critical Perspectives on Adult Learning
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Knowledge having a lot to do with power, status, power struggle, socio and economic privileges ex. misuse of standardized testing
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Teachers as Adult Learners
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Teachers being supported in learning innovations
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Novice teachers supervision vs. experienced
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Utilizing teachers learning strengths of all levels
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Teachers being treated as if their all the same rather than individual
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Schools need to foster collaboration, reflection, critical thinking, and teacher empowerment ex. mentoring, PLC’s, intern, technology leaders

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Stage Theories of Adult and Teacher Development
 each stage is “structured whole”
 their different from one another
 progression
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Cognitive Development
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Concrete Operations, formal operations, post formal operations
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Using child development to promote teacher development
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As teachers related developmental theory to their conception of students, their teaching changed
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They begin facilitating learning rather than parting knowledge.
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Moral Development
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3 levels-pre conventional, conventional, post conventional
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Self centered-doing the right thing because its expected- moral decisions
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Levels of consciousness
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Concrete-Abstract-Complex
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Stages of Concern
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Self Adequacy-focused on survival, doing well when a supervisor is present
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Teaching task-concerned with issues related to instruction and discipline
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Teaching Impact-concerned with the impact of student learning and well-being

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Some teachers are low in one area and high in another
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High stage teachers are adaptive in their teaching style, flexible, and tolerant. Teachers at lower stages are less effective.
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Teachers are not supported in ways to improve their thinking
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Effective teaching is the best way to teach
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They think about what their doing, assess, reflect, plan, improve
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When teachers are in a supportive environment, they can reach higher standards

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Teachers ages and stages of life effecting their performance
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20-25- search for status, comfort, and happiness in work family, and friends
 in teaching doesnt excite, no advancements, no variety
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Bored leading to resignation, quit
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35-55-disillusionment, reflection, reordering priorities
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Develop programs for new teachers
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Teachers who go above and beyond and make lasting impressions deserve the upmost respect
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Transition Events:
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Life events, critical events, marker events, progression of orderly transformation over time
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Normative aged events-marriage, child birth
 normative history graded events-World War II, Depression
 non normative events-divorce, unexpected illness, unemployment
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Role Development: how adult lives are characterized by interacting roles
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Segmentation-little connection
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Compensatory-seek in one area satisfaction or activities lacking in another
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Generalization-work spilling over into family life vice versa

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The Role of Gender in Adult Development
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Moral decision being based on different criteria
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Women-ethic of care
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Men- ethic of justice
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Woman’s development in four themes
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The centrality of relationships, social roles, dominance of role, and diversity of experience
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Both men and woman value relationship, derive self esteem from similar sources, and struggle with ongoing issues of holding on and letting go.
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The Role of Race and Ethnicity in Adult Development
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Black-experience with negative treatment by others become trigger for formation of racial identity among
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Whites-values and perspectives
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Stereotyping, clash between the value systems of ethnic culture
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Review of Development Teacher Models
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Adults lives are characterized by change and adaptation

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A teacher with 30 years teaching experience can still be inexperienced in many ways.