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Professional development

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An Analysis Of The Professional Development Path Of British Community Educators From The Perspective Of Professional Jurisdiction, Xiaohan Ye Jun 2023

An Analysis Of The Professional Development Path Of British Community Educators From The Perspective Of Professional Jurisdiction, Xiaohan Ye

Adult Education Research Conference

This paper adopted the theoretical framework of professional jurisdiction is adopted to presents a picture of the professional evolution of community educators in the UK.


The Role Of Peer Inquiry Communities In Advancing Technology Integration For Practitioners In Adult Basic Education, Jennifer Kobrin Jan 2020

The Role Of Peer Inquiry Communities In Advancing Technology Integration For Practitioners In Adult Basic Education, Jennifer Kobrin

Adult Education Research Conference

This paper explores how peer communities, one element of a larger collaborative, inquiry-based professional development project in adult education, advance participants’ knowledge and use of technology. As the designer and facilitator of the project, the author drew from memos and field notes, in addition to interviews and written reflections with 6 of 9 total participants who were teachers and administrators in Adult Basic Education programs. Findings indicate successful technology integration entailed participants combining their own experiences with established research to create “knowledge-of-practice” (Cochran-Smith & Lytle, 2009), and that knowledge generation within the peer communities reflected a horizontal trajectory.


Effective And Necessary Professional Development For Science Teachers As States Adopt Ngss, Anne M. Krebs Jan 2017

Effective And Necessary Professional Development For Science Teachers As States Adopt Ngss, Anne M. Krebs

Adult Education Research Conference

This roundtable will explore the efficacy of professional development opportunities designed to support science teachers during the transition to the Next Generation Science Standards (NGSS).


Graduate Students And Teaching: Are We Preparing Future Adult Education Professors To Teach?, Catherine A. Cherrstrom, Dominique T. Chiup Jun 2012

Graduate Students And Teaching: Are We Preparing Future Adult Education Professors To Teach?, Catherine A. Cherrstrom, Dominique T. Chiup

Adult Education Research Conference

What do we know about how graduate students are being prepared to teach? The purpose of this roundtable is to present findings from a research study and a model for graduate student professional development related to teaching. We also seek participant contributions and feedback.


Certification For What? Practitioner Perspectives On The Changing Landscape Of Adult Literacy Education, Suzanne Smythe Jun 2011

Certification For What? Practitioner Perspectives On The Changing Landscape Of Adult Literacy Education, Suzanne Smythe

Adult Education Research Conference

The responses of 63 adult literacy educators to an online survey suggest that professional development and training to meet the diverse contexts and practices in the field must attend to the embedded inequalities in access to quality literacy education for low income learners, and the marginalization of adult literacy work, which persists even as successive governments hail the importance of literacy education for citizenship and employment.


Transformative Professional Development In Unlikely Places: Twitter As A Virtual Learning Community, Kathleen P. King Jun 2011

Transformative Professional Development In Unlikely Places: Twitter As A Virtual Learning Community, Kathleen P. King

Adult Education Research Conference

This case study reveals new dimensions of transformative learning occurring through informal learning opportunities. The research results demonstrate that the individual’s learning spans understanding, networking, professional identity development, and transformative learning. Specifically, virtual online communities facilitated through social media provide professional networks and social relationships beyond the scope of the individual’s usual interactions and experience. Discussion and recommendations include using social media and virtual communities as instructional strategies for graduate studies and continued learning beyond formal education. The educational significance includes facilitating transformative learning in informal learning contexts, and using social media and online communities for professional learning.


Trio: An Emerging Model Of Adult Professional Learning, Barry Shekley, Marijke Kehrhahn, Sandy Bell, Robin Grenier Aug 2008

Trio: An Emerging Model Of Adult Professional Learning, Barry Shekley, Marijke Kehrhahn, Sandy Bell, Robin Grenier

Adult Education Research Conference

Based on research conducted over the past 6 years, the authors offer a model that depicts the key features of professional learning. The model is based on the proposition that optimal professional learning is possible when specific individual attributes, environmental affordances, and key experiences intersect.


Novice Physician-Scientists’ Learning In Communities Of Practice, Min-Fen Wang, Lori L. Bakken Sep 2006

Novice Physician-Scientists’ Learning In Communities Of Practice, Min-Fen Wang, Lori L. Bakken

Adult Education Research Conference

This study drew from sociocultural theory to understand novice physician-scientists’ (PSs) clinical research learning experience in the workplaces. The findings suggest that there are various forms of research participation marginalized in the PS-communities. The structural dimension of workplace learning context, such as gender, culture, power, and access needs more attention.


“Singing To The Choir:” The Struggle For Systemic Organizational Change In Community College Teaching, John M. Dirkx, Frank Conner Jul 2006

“Singing To The Choir:” The Struggle For Systemic Organizational Change In Community College Teaching, John M. Dirkx, Frank Conner

Adult Education Research Conference

This study reports the results of a case study of a systemic change process in a community college aimed at fostering improvement of teaching practices. The results suggest that systemic change is limited by an organizational culture that is multiplistic and fragmentary.