Currere, Unexpected Journeys, and Unplanned Destinations in Academia

Autor/in	Adams, Susan R.
Titel	Currere, Unexpected Journeys, and Unplanned Destinations in Academia
Quelle	In: Brock Education: A Journal of Educational Research and Practice, 24 (2014) 1, S.4-10 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1183-1189
Schlagwörter	Graduate Study; Doctoral Degrees; College Faculty; Tenure; Transformative Learning; Adult Learning; Learning Theories; Older Adults; Personal Narratives; Career Change + Suchen Sie Ihr Suchwort? Aufbaustudium; Graduiertenstudium; Hauptstudium; Doctoral degree; Doktorgrad; Fakultät; Amtszeit; Beschäftigungsdauer; Pädagogische Transformation; Adulte education; Adult training; Erwachsenenbildung; Learning theory; Lerntheorie; Älterer Erwachsener; Erlebniserzählung; Career changes; Berufswechsel
Abstract	A sudden change of teaching placements forced my return to graduate school at the age of 40. Transformative graduate school learning resulted in the completion of a Ph.D. and earning a tenure track position in teacher education. This essay uses Pinar's four steps of currere provide a lens to examine the past, look toward the future, take opportunity to look backward to the past while examining the present, and then re-enter the present. Mezirow's transformative adult learning theory lends guidance for understanding why older adults may be uniquely poised to navigate successfully the complex maze of academia. (As Provided).
Anmerkungen	Brock University Faculty of Educatino. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail: brocked@brocku.ca; Web site: http://brocked.ed.brocku.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01