EDU 660 Chapter 4 Powerpooint
Chapter 4: Adult and Teacher
Development within the Context of the School
By: Donyale Carter
EDU 660
Fall 2015
September 26, 2015
Adults as Learners
Intelligence and Wisdom
Different theories that focus on the learning strengths of individual teachers
Novice teachers vs. experienced teachers
With appropriate supervision teachers can broaden their adaptation and change strategies.
Conform to an uncomfortable teaching environment, change it, or leave
Theories of Adult Learners
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.
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
Transformational Learning-learning from experience, minor events that create opportunity for growth and development
Experience and Learning: Situated Cognition, Informal, and Incidental
Learning
Situated cognition-apprenticeship, communities of practice, supported participation
Informal learning (less structured than formal learning)-networking, informal coaching, mentoring
Incidental learning-by product of some other type of activity
Holistic Adult Learning
Embodied, spiritual-connectedness t the world, and narrative learning-personal narrative and biographies
Critical Perspectives on Adult Learning
Knowledge having a lot to do with power, status, power struggle, socio and economic privileges ex. misuse of standardized testing
Teachers as Adult Learners
Teachers being supported in learning innovations
Novice teachers supervision vs. experienced
Utilizing teachers learning strengths of all levels
Teachers being treated as if their all the same rather than individual
Schools need to foster collaboration, reflection, critical thinking, and teacher empowerment ex. mentoring, PLC’s, intern, technology leaders
Adult and Teacher Development
Stage Theories of Adult and Teacher Development
each stage is “structured whole”
their different from one another
progression
Cognitive Development
Concrete Operations, formal operations, post formal operations
Using child development to promote teacher development
As teachers related developmental theory to their conception of students, their teaching changed
They begin facilitating learning rather than parting knowledge.
Moral Development
3 levels-pre conventional, conventional, post conventional
Self centered-doing the right thing because its expected- moral decisions
Levels of consciousness
Concrete-Abstract-Complex
Stages of Concern
Self Adequacy-focused on survival, doing well when a supervisor is present
Teaching task-concerned with issues related to instruction and discipline
Teaching Impact-concerned with the impact of student learning and well-being
Integrating Stage Development Theories
Some teachers are low in one area and high in another
High stage teachers are adaptive in their teaching style, flexible, and tolerant. Teachers at lower stages are less effective.
Teachers are not supported in ways to improve their thinking
Effective teaching is the best way to teach
They think about what their doing, assess, reflect, plan, improve
When teachers are in a supportive environment, they can reach higher standards
Life Cycle Development, Teachers’ Life
Cycles, and the Teaching Career
Teachers ages and stages of life effecting their performance
20-25- search for status, comfort, and happiness in work family, and friends
in teaching doesnt excite, no advancements, no variety
Bored leading to resignation, quit
35-55-disillusionment, reflection, reordering priorities
Develop programs for new teachers
Teachers who go above and beyond and make lasting impressions deserve the upmost respect
Transition Events:
Life events, critical events, marker events, progression of orderly transformation over time
Normative aged events-marriage, child birth
normative history graded events-World War II, Depression
non normative events-divorce, unexpected illness, unemployment
Role Development: how adult lives are characterized by interacting roles
Segmentation-little connection
Compensatory-seek in one area satisfaction or activities lacking in another
Generalization-work spilling over into family life vice versa
Beyond Universal Conceptions of Development: The
Sociocultural Context of Adult Development
The Role of Gender in Adult Development
Moral decision being based on different criteria
Women-ethic of care
Men- ethic of justice
Woman’s development in four themes
The centrality of relationships, social roles, dominance of role, and diversity of experience
Both men and woman value relationship, derive self esteem from similar sources, and struggle with ongoing issues of holding on and letting go.
The Role of Race and Ethnicity in Adult Development
Black-experience with negative treatment by others become trigger for formation of racial identity among
Whites-values and perspectives
Stereotyping, clash between the value systems of ethnic culture
Review of Development Teacher Models
Adults lives are characterized by change and adaptation
Development: Ebb and Flow
Teachers development can regress, recycle, or become blocked.
Experience
A teacher with 30 years teaching experience can still be inexperienced in many ways.
