Professional Development as Transformative Learning. New Perspectives for Teachers of Adults. The Jossey-Bass Higher and Adult Education Series.

Autor/in	Cranton, Patricia
Titel	Professional Development as Transformative Learning. New Perspectives for Teachers of Adults. The Jossey-Bass Higher and Adult Education Series.
Quelle	(1996), (233 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-7879-0197-0
Schlagwörter	Adult Educators; Adult Learning; Critical Thinking; Educational Change; Independent Study; Inservice Teacher Education; Professional Continuing Education; Professional Development; Reflective Teaching; Teacher Characteristics; Teacher Improvement; Transformative Learning + Suchen Sie Ihr Suchwort? Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Adulte education; Kritisches Denken; Bildungsreform; Selbststudium; Lehrerfortbildung; Berufsfeldbezogener Unterricht; Weiterbildung; Pädagogische Transformation
Abstract	This book draws on recent scholarship in adult education to provide practical ideas for adult educators on how to stimulate and support their own development as educators and better understand the process of professional development as adult learning. Chapter 1 provides an overview of the diverse contexts within which educators work and the nature of professional development in those contexts. Chapter 2 elaborates on specific strategies that are traditionally used in professional development, considering each in terms of the type of knowledge it fosters and its congruence with educators' practice. Chapter 3 describes educators' development in terms of Candy's (1991) four facets of self-direction. Chapter 4 on critical reflection uses Brookfield's (1987) components of critical thinking as a basis to discuss how educators' development can be critical in nature. Chapter 5 applies Mezirow's (1991) theory of transformation to the development of adult education practice. Chapter 6 uses Jung's (1971) psychological type theory to discuss the influence of educators' characteristics on their work. Chapter 7 discusses working toward change in organizations and institutions within the community of educators. Chapter 8 presents a model depicting the influences on educators' development and educators' influences on their context and culture. Chapter 9 provides strategies that developers can use in working with educators. Appendixes include 223 references and an index. (YLB)
Anmerkungen	Jossey-Bass Publishers, Inc., 350 Sansome Street, San Francisco, CA 94104.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01