Conversations with Long-Time Adult Educators.

Autor/inn/en	Maher, Patricia A.; Passmore, Denise
Titel	Conversations with Long-Time Adult Educators.
Quelle	(2000), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Educators; Biographies; Career Choice; Career Development; Educational Change; Educational Philosophy; Educational Trends; Influences; Interviews; Life Events; Teacher Attitudes + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Biography; Biografie; Biographie; Berufsentwicklung; Bildungsreform; Bildungsphilosophie; Erziehungsphilosophie; Bildungsentwicklung; Influence; Einfluss; Einflussfaktor; Interviewing; Interviewtechnik; Lehrerverhalten
Abstract	A study conducted life history interviews with long-time adult educators regarding their career paths and choices, philosophical perspectives, influences in professional careers, changes witnessed in the field, and predictions about future trends in adult education. A literature review focused on the history of adult education in the United States and major philosophical perspectives about adult education that have evolved. Study results were based on 17 adult educators who have been formally involved in the field throughout North America for at least 40 years and whose roles in the field were confirmed through published work or positions of responsibility or leadership. Data were collected through interviews, written responses to questionnaires, and review of background information from vitas and published literature. Six major themes were identified in data analysis: (1) there were commonalities in influences that helped shaped their careers, with most citing Cyril Houle as having been most influential; (2) philosophical perspectives were diverse but remained generally unchanged; (3) most participants identified similar changes in the field over the past 40 years; (4) predictions about future trends were congruent with their individual philosophical perspectives; (5) almost none of the individuals intentionally went into the field of adult education; and (6) even though most are officially retired, they were still involved in some form of adult education. (The survey is appended.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC