Expanding Professional Horizons: Increasing Professional Opportunities.

Autor/in	Gooch, Bill G.
Titel	Expanding Professional Horizons: Increasing Professional Opportunities.
Quelle	(1985), (12 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Apathy; Attitude Change; Behavior Change; Educational Attitudes; Educational Needs; Individual Development; Models; Needs Assessment; Postsecondary Education; Professional Continuing Education; Professional Development; Teacher Improvement; Training Methods; Training Objectives; Vocational Education; Vocational Education Teachers + Suchen Sie Ihr Suchwort? Apathie; Attitudinal change; Einstellungsänderung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Educational need; Bildungsbedarf; Individuelle Entwicklung; Analogiemodell; Bedarfsermittlung; Post-secondary education; Tertiäre Bildung; Berufsfeldbezogener Unterricht; Weiterbildung; Didaktik; Trainingsmaßnahme; Training objectiv; Ausbildungsziel; Trainingsziel; Ausbildung; Berufsbildung; Ausbilder
Abstract	Development of human resources is the primary purpose of vocational education, and it is only through continued professional growth that vocational educators can develop and maintain the knowledge, attitudes, skills, and habits needed to assist others in the process of realizing their full potential. The individual and professional development of vocational educators may be viewed in terms of the same models used to describe the improvement of an entire nation. The following models are particularly relevant to those responsible for providing professional development opportunities for adult educators: the KASH Formula, Main Event Principle, People Resist Change, Desire for Change, Attitude Box, Attitude Stair Steps, Behavior Is Goal Directed, Two Tragedies, and Opportunity Wedge models. These models suggest that (1) improvement is realized by increasing one's knowledge and skills and changing one's attitudes and habits; (2) all people resist change to some extent and must learn to overcome this resistance; (3) vocational educators must develop a positive attitude toward self-improvement and become sufficiently anxious to increase their desire for change; and (4) because motivation comes from within each person, professionals must establish their own self-improvement goals. Although those responsible for staff development cannot motivate the vocational educators with whom they are working, they can stimulate them to continue to expand their professional horizons. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01