This book addressed teachers' necessity to be able to respond to the new needs and demands caused by an ever-evolving educational system, as recognized in the national and international policy and research literature. The book proposes an analysis of the features that shape the journey of the teacher profession and professionalism, a journey which needs to be collaborative, agentive and dialogical: * Collaborative in changing the personal and professional teacher development from an individual and solitude process toward a joint discovery with mutual enrichment and shared directionality; * Agentive in the ability to activate internal and external resources for an individual, productive and communicative transformation; * Dialogical in the ability to enrich the personal narrative with the voices of others and opening spaces for dialogue and listening. The seven chapters are structured in a way that gives flow and pace to the unfolding story of the developing teacher identity and is informed by a whole range of research and literature. This book serves as a reference point for teacher-students, in-service teachers and teacher educators who are interested in their professional development and looking for new perspectives. It also offers some helpful insights for administrators who need to make ICT decisions on course development in teacher education.

This text is an introduction to learning and teaching in the post compulsory sector. Those training to teach in the sector need to understand learning and learners in PCET. This text goes further than other texts in its exploration of the sector. It encourages readers to critically evaluate the context of PCET in the UK and opens up their learning through introducing some global profiles. The text explores learners in the sector, the diversity of the sector, the challenges and some topical contemporary themes. It covers a breadth of content and can thus be used as a general course text for all PGCE (PCET) courses as well as other education programmes. Through pedagogical features including critical questions, teacher and learner voices, links to practice and more, the text provides a resource for all those learning about PCET.

This CHOICE award winning author has teamed up with a Chair of the Department of Research at Concordia University Chicago to write a comprehensive book on finishing and defending a dissertation. A first of its kind, this book provides you everything you need to know about successfully passing the dissertation defense such as: preparing and finishing the manuscript, using cloud-based communities, preparing presentations, using effective communication strategies, managing stress, motivating yourself, revising and editing the manuscript, publishing and presenting the final dissertation and more.

Originally published in 1992 this book looks at the phenomenon of adult education by exploring the nature of the motivation that moves people to return to school or to seek involvement inorganized learning activities. The book challenges the psychological emphasis of much research on adult learning. It concentrates on the concept of social participation and its implications for a reinterpretation of adult learning as an aspect of a person's involvement with his or her community or society.

Diese Arbeit wurde fur Praktiker der Erwachsenenbildung verfasst. Sie enthalt theoretische Grundlagen interkultureller Erwachsenenbildung und Didaktik sowie Reflexionen sozialer und interkultureller Kompetenzkonstruktionen fur die interkulturelle Trainingsarbeit. Die Theorieentwicklung wird durch Ergebnisse einer phanomenologischen Studie uber Interkulturalitat in der Arbeitswelt gestutzt. Das Modell, welches fur die interkulturelle Trainingsentwicklung zur Verfugung gestellt wird, enthalt Voraussetzungen interkultureller Erwachsenenbildung, subjektive Theorien uber Interkulturaliat und interkulturelle Kompetenz potentieller Adressaten, eine andragogische Definition von interkultureller Kompetenz sowie Hinweise zur Gestaltung von Lernprozessen auf unterschiedlichen Kontextebenen.

The leading authorities in the field produced this comprehensive resource, which provides strategies and methods for fostering Transformative Learning (TL) practice in a wide variety of higher and adult education settings. The book answers relevant questions such as: What are effective practices for promoting TL in the classroom? What is it about TL that is most helpful in informing practice? How does the teaching setting shape the practice of TL? What are the successes, strengths, and outcomes of fostering TL? What are the risks and challenges when practicing TL in the classroom?

Development of Adult Thinking is a timely synthesis and evaluation of the current knowledge and emerging issues relating to adult cognitive development and learning. Focusing on psychological and educational cutting-edge research as well as giving an overview of the key theorists such as Piaget and Kohlberg, Kallio and the team of expert contributors offer a holistic view on the development of adult thinking, representing perspectives from developmental, moral, and social psychology, as well as education and philosophy. These topics are divided into three sections: Adult cognitive and moral development, Perspectives of adult learning, and Open questions and new approaches, offering introduction, analysis, and directions for future research. This text is essential reading for students and researchers in developmental psychology and related courses as well as adult educators and teachers working in adult education.

Religioese Phanomene und Inhalte ubersteigen oft unsere Wortgewandtheit und bedurfen einer differenzierten Ausdrucksweise. Die Musik bietet Schulern die Moeglichkeit, einen religioesen Stoff zu vertiefen, um Gefuhle und Gedanken daruber auszudrucken. Vergleiche von Lehrplanen und Schulbuchern von 1954 bis heute zeigen, dass der Gesang die christliche UEberlieferungstradition bestimmt hat. Welchen religionspadagogischen Wert Musik heute im Religionsunterricht haben kann, zeigt eine intensive Analyse der Bereiche Lieder, Instrumente und Hoeren von Musik im Religionsunterricht. Welcher Religionslehrer nutzt jedoch die Chance Musik als Ausdrucksquelle des christlichen Glaubens in seinen Unterricht einzubringen? Eine kritische Stellungnahme zum Thema umfasst die aktuelle Problematik des facherverbindenden Unterrichts von Musik und Religion in der Grundschule.

Over the last decade there has been a resurgence of interest in what adults learn in their later years (often described as beyond 65) and how this learning is linked to current personal, social and global issues. This learning commonly occurs in informal ways as seniors go about their daily lives. This kind of informal learning can be supplemented by non-formal education (via participation in planned learning as members of organizations) and less frequently in formal education structures such as universities. This book highlights how older people are learning in a myriad of ways and conditions. It covers everything from individualistic learning through to national issues of older adult education. Fresh perspectives are provided on biographical insights into retirement and higher education, how older people generate know-how in the company of others and in cross-cultural aspects, such as Chinese elders in Hong Kong and Maori seniors in Aotearoa New Zealand. In addition, the links between health and learning are explored, as well as the commitment universities in three countries have made to become age-friendly. This book was originally published as a special issue of the International Journal of Lifelong Education.

The definitive textbook for reflective professionals in further, adult and vocational education. Now updated with the latest research, the book offers extensive support for trainee and practising teachers in a variety of settings, for both practice-based training and career-long professionalism. Written by a collaborative author team of sector experts led by Maggie Gregson and Sam Duncan, Reflective Teaching in Further, Adult and Vocational Education offers two levels of support: - practical guidance for practitioner success, with a focus on the key issues including planning and assessing learning and collaborative approaches to reflective practice - evidence-informed 'principles' to aid understanding of how theories can effectively inform and develop teaching practices In addition to new case studies from a wider range of settings than ever before, the new edition offers broader national and international coverage, greater emphasis on work-based learning, and more ideas for exploring classroom communication and meeting a wider range of learner needs. Readings for Reflective Teaching in Further, Adult and Vocational Education directly compliments this book, providing access to key texts, working as a compact and portable library. reflectiveteaching.co.uk provides a treasure trove of additional support, including supplementary sector-specific material for considering questions around society's educational aims.

Originally published in 1983. Curriculum studies and curriculum theory have tended to be pursued almost exclusively in the context of the school. Developments in curriculum theory have therefore not found reflections in much theoretical work in adult education. This book points to the necessity of a curriculum theory for adult and continuing education through discussion of both curriculum studies and the principles of adult education. The various ways in which systems of adult education are now developing are reviewed, in social, political and cultural terms, and recent advances in education theory are related to developments in post-school education.

Regarded as a classic text amongst teachers of adults and those working with adult groups in a variety of professional and adult community settings, "Adult Learning, Adult Teaching" has now been enlarged, updated and thoroughly revised for this fourth edition. This new fourth edition retains the direct and practical approach that has proved so successful with thousands of practitioners and contains additional chapters on: learning styles; equal opportunities; self-presentation; difficult students and 'reluctant attenders'; practical planning; attendance and drop-out; the observation of teaching and learning; guidance, progression and 'what next'; a real student's experiences of adult education with a matched critique addressed to her tutor.

With e-learning technologies evolving and expanding at high rates, organizations and institutions around the world are integrating massive open online courses (MOOCs) and other open educational resources (OERs). MOOCs and Open Education in the Global South explores the initiatives that are leveraging these flexible systems to educate, train, and empower populations previously denied access to such opportunities. Featuring contributors leading efforts in rapidly changing nations and regions, this wide-ranging collection grapples with accreditation, credentialing, quality standards, innovative assessment, learner motivation and attrition, and numerous other issues. The provocative narratives curated in this volume demonstrate how MOOCs and OER can be effectively designed and implemented in vastly different ways in particular settings, as detailed by experts from Asia, Latin America, the Middle East, Africa, the Pacific/Oceania, and the Caribbean. This comprehensive text is an essential resource for policy makers, instructional designers, practitioners, administrators, and other MOOC and OER community stakeholders.

This book explores academic identity development in the 21st century university. Recognising dramatic shifts in academic practices and landscapes, the book pushes back on rising neoliberalism with a person-focused, culturally aware pathway for career development. Stories of the author's own experiences intersect a solid grounding in educational literature, encouraging scholars to take an active role in considering their own academic identity. In doing so, this volume suggests that academics look inward at what matters to them - rather than being overwhelmed by academia - in order to shape identities and career trajectories that are dynamic and satisfying.

This book provides core knowledge and guidance for successful teaching in Business, Economics and Enterprise Education, and is based on the most up-to-date requirements. Written by experts with expertise in delivering business education in teacher training, further education, and secondary schools, it explores the nature of each subject in relation to the curriculum and offers subject-specific pedagogy to help develop teaching skills and confidence within the classroom. Including case studies and reflective questions in every chapter, the book covers the key topics across the subjects such as: Financial literacy Planning for the delivery of academic and vocational subjects The value of different qualifications and business and industry links Strategies for successful differentiation Assessment and pupil progression Teaching Business, Economics and Enterprise 14-19 is a vital resource for training or newly qualified teachers looking to deliver excellent teaching that will inspire their students and lead to successful learning.

Enhancing the Wellbeing and Wisdom of Older Learners: A Co-research Paradigm examines how lifelong learning, becoming wise, and sharing wisdom are integrally linked to older people's wellbeing. The book highlights appropriate learning styles and pedagogies for older people, including research models emphasising participation, and offers recommendations for research in lifelong learning with the potential to effect change. Focusing upon a collaborative action research project, 'Sagaciation', chapters explore the involvement of older learners in the design and delivery of the scheme, which enabled them to expand their knowledge and skills, and to fully engage as critical and creative voices in a supportive and welcoming environment. The book offers an account of the process of the action research, as well as its findings. The project is set into the context of leading academic thinking on fields such as the growth of an ageing population, the rise of literature on ageing, negative and positive constructions of ageing, social gerontology, the wellbeing and health of older people, and educational gerontology. This book challenges negative representations of older people as a burden by offering a paradigm of hope, resilience, and sagacity within education and beyond. It will appeal to researchers, academics and postgraduate students in the fields of adult education, lifelong learning, gerontology, mental health and wellbeing, and the sociology of education, as well as to policymakers and those working with older people

Discover the secrets and tips to get the business education you need, the faster and cheaper way. The average debt load for graduates of the top business schools has now exceeded $100,000. For most young professionals, this means spending the first half of their career in the red and feeling pressure to take the first position offered to them so that they can start paying off their debt. However, it doesn't have to be that way. Author and businesswoman Laurie Pickard discovered a way to get the business education she needed to land her dream job while avoiding the massive school loans that plague so many. In Don't Pay for Your MBA, she shares all that she learned so that others can benefit as well. Pickard discovered that the same prestigious business schools that offer the MBAs so many covet also offer MOOCs (massive online open courses) for low or even no cost. Within these pages, you will learn how to: Define your goals and tailor a curriculum that is geared toward your dream job Master the language of business Build a strong network Choose a concentration and deepen your expertise Showcase your nontraditional education in a way that attracts companies Don't fall for the lies that pressure countless graduates every year into MBA programs and insurmountable debt. Self-directed online learning can fill gaps in your training, position you for promotions, and open new opportunities--at a fraction of the cost!

The education division is a prominent part of the public health profession. It focuses on educating individuals and communities to promote health and prevent disease. The educators are drawn from a diverse range of disciplines and defined as professionally prepared individuals who serve in a variety of roles using appropriate educational strategies and methods to facilitate the development of policies, procedures, interventions, and systems conducive to the health of individuals.This unique volume in the Global Science Education Series describes some of the challenges faced by this profession in helping the audience to understand public health and solve health issues. Key Features: Aids researchers in designing an evaluation study in CPE for health professions and related fields Presents data on how public health practice comprises of individuals working together toward promoting population health Covers continuing professional education in the US and how it can be adopted globally Discusses the Kirkpatrick's four-level evaluation model at length Demonstrates how questionnaires are preferable in evaluating CPE programs due to their cost effectiveness and being user friendly

The field of Adult and Continuing Education (ACE) has long been influential beyond its already porous borders, and continues to be a source of important ideas, inspiration, and innovative practices for those in disciplines such as educational administration, social work, nursing, and counseling. Recognizing this, the American Association for Adult and Continuing Education commissioned the editors to create this compendium, which provides an invaluable resource to readers already established in the field, those entering the field, and to myriad neighbors of the field as well. This four-volume compendium (also available as a combined e-book) brings together a host of national and international contributors to map the field of ACE in a series of brief articles addressing key theories and practices across its many domains and settings. These are arranged in four volumes, available either individually or as a set: Volume One: The Adult Learner Volume Two: Teaching and Learning in ACE Vol. Three: Leading and Managing ACE Volume Four: Inquiry and Influences The volume on Adult Learners will include articles addressing topics such as adult development, diversity, learning abilities, the influence of personality on learning, and the role of experience in adult learning. By far the largest segment of learners in society, and currently the largest segment of college students as well, a better understanding of the adult learner is vital for educators of all kinds. Volume two addresses Teaching and Learning topics ranging from methods and roles to programs and materials. Encompassing formal and informal learning, as well as the variety of focus and setting, from cultural to occupational, this volume explores the wide range of theory and practice in ACE. Issues of Leadership and Administration such as planning and resource allocation, organizational change and culture, and the value of a shared vision for all stakeholders are addressed in the third volume. From practical matters like staffing and volunteers, to big-picture issues such as alternative visions for the future of the field, this volume offers vital knowledge and insight. The final volume, on Inquiry and Influences, examines the context, trends, and methods of research and evaluation in the field's many domains. Wide-ranging inquiry has always been a hallmark of ACE, and only continues to grow along with the recognition of the importance of adult learning for learners and for the society as a whole. All four volumes are available as a single e-book, to make the most of the inter-relatedness of the various topics. This version uses live links in the table of contents and combined index (as well as keywords at the start of each article) to enable readers to follow their own topical interests and thus create unique learning pathways for themselves.

Teachers and Teaching in Vocational and Professional Education introduces a critical understanding of how teachers deliver occupational or vocational courses at various academic levels. Including wider coverage of work-related programmes and based on empirical research, this book uses the term occupation-related to refer to programmes spanning several academic levels and education sectors, including the further and higher education sectors. The book disassociates the English context of work-related studies, where issues of the academic-vocational division and socio-cultural dimensions have hampered critical investigations of this under-researched topic. Also, it offers a conceptual framework from the perspectives of teachers in their teaching and work-related settings derived from the understanding and development of Bernstein's recontextualization process. Teachers and Teaching in Vocational and Professional Education will be of great interest to academics, researchers and postgraduates who are engaged in the study of education and occupation-related programmes. The programme areas include accounting, dental hygiene, equine studies, fashion and textiles, health and social care, medical training of clinicians and emergency medicine, and travel and tourism.

Preparing Students for College and Careers addresses measurement and research issues related to college and career readiness. Educational reform efforts across the United States have increasingly taken aim at measuring and improving postsecondary readiness. These initiatives include developing new content standards, redesigning assessments and performance levels, legislating new developmental education policy for colleges and universities, and highlighting gaps between graduates' skills and employers' needs. In this comprehensive book, scholarship from leading experts on each of these topics is collected for assessment professionals and for education researchers interested in this new area of focus. Cross-disciplinary chapters cover the current state of research, best practices, leading interventions, and a variety of measurement concepts, including construct definitions, assessments, performance levels, score interpretations, and test uses. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Globally, universities are challenged to deliver quality learning programs and are forced to respond in a meaningful way. These challenges have led to universities experiencing an increase in self-directed learning by using technologies in teaching and learning modes of delivery for open and distributed environments. Student Support Toward Self-Directed Learning in Open and Distributed Environments is a comprehensive scholarly book that combines theory and practice, reflecting on the dimensions of pedagogical strategies and programs that support student success at primary, secondary, and higher education institutions. It covers the current debates pertaining to student support academically, emotionally, financially, and administratively, along with new kinds of strategies to support the learner through digital technologies. Featuring a wide array of topics including digitalized citizenship, e-learning, and special education, this book is essential for professionals, researchers, educators, administrators, teacher educators, academicians, and instructional designers.

Adult education has frequently assumed a political role in society and has also been regarded as a social movement. The first systematic attempt to analyze it from the perspective of political theory, "Adult Education and the State" examines the purpose of adult education, the reasons it should be regarded as a citizenship right, and how modes of formal and non-formal adult education function as instruments of government or democracy.
Beginning with a historical perspective, Peter Jarvis examines the relationship between adult education and civil society. He discusses the concept of democracy and illustrates the variety of different forms with which the education of adults may be related. The idea of citizenship is also examined, and it is suggested that the education of adults may be regarded as a citizenship right which in some cases is being lost as a result of current government policies. The author also looks at the relationship between liberal adult education and society, suggesting that its provision is one of the symbols that a society is moving on the long journey towards becoming civilized. The final chapter illustrates the existence of utopian thought in radical adult education.