Adult Development. What do Teachers of Adults Need To Know?

Autor/inn/en	Whiting, Susan; und weitere
Institution	Florida Atlantic Univ., Boca Raton. Adult Education Div.
Titel	Adult Development. What do Teachers of Adults Need To Know?
Quelle	(1988), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Development; Adult Education; Adult Educators; Andragogy; Developmental Stages; Educational Psychology; Educational Theories; Moral Development; Self Actualization; Self Concept + Suchen Sie Ihr Suchwort? Erwachsenwerden; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Andragogics; Andragogik; Erziehungspsychologie; Pädagogische Psychologie; Educational theory; Theory of education; Bildungstheorie; Moralische Entwicklung; Self actualisation; Selbstverwirklichung; Selbstkonzept
Abstract	The first part of this two-part paper provides a general review of adult development and is premised on an understanding of andragogy. Andragogy is the art and science of helping adults learn. It is based on the following four assumptions about adults: (1) as people mature they become less dependent and more self-directed; (2) experiences serve as resources for learning and help establish identity; (3) the readiness of adults to learn is closely related to the developmental tasks of their social roles; and (4) adults are more problem centered than subject centered in learning. When working with adults, teachers should do the following: (1) define the course goals and objectives clearly; (2) include an appropriate amount of material, avoiding too much or too little; (3) schedule the class lessons to include time for questions, participation, and enjoyment; (4) limit the number of facts, figures, or points presented at one time; (5) provide an adequate amount of time for discussions; (6) design the scope of the course with the learners in mind; (7) limit the student preparation time required prior to class; (8) smile, nod, and use positive reinforcement to encourage students; and (9) use open-ended remarks and comments to stimulate more discussion. The second section of this paper consists of discussions of the following specific theories of adult development: Maslow's hierarchy of needs; Rogers' fully functioning person; Kohlberg's stages of moral development; Nelson's steps in becoming self-directed; Erikson's stages of psychosocial development; Levinson's life structure; Loevinger's stages of ego development; and Piaget's developmental stages. A 15-item reference list is included. (CML)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC