Search results for: Adult learning

Career changers form a substantial proportion of teacher education (TE) students. They bring a broader set of life and work experiences than do their younger, school-leaving counterparts. This paper investigates the needs and concerns of career change student teachers (CCSTs) in Australia. The study on which this article reports analysed survey data from 508 CCSTs enrolled in 29 of Australia’s 34 universities. The article explores what this group brings to their TE courses, and how their needs and contributions may differ from those of younger students. The data confirmed career changers’ reasons for choosing teaching are primarily driven by intrinsic and altruistic motivations. Concerns regarding flexibility in course offerings was expressed. The authors advise that attracting and retaining career change teachers is likely to become increasingly important in the context of rising school student numbers, teacher attrition, and the impending departure from the profession of many ‘baby boomers’.

This study follows 12 preservice teachers who tutored adult students learning English in a free evening class while simultaneously taking a course titled Community Literacy. In particular, the authors examine how this context supported them in developing tools for teaching; and how those tools were shaped by and constructed these teachers’ identities. The authors used discourse analysis to examine three preservice teachers’ cases and their ideas about language acquisition, literacy teaching and learning, and teacher/student roles in a cross-cultural teaching setting. The authors conclude that the preservice teachers drew on the tools that come from mentor texts and their experiences, and also the tools that students brought, in unique ways.

This follow-up study explores whether and how supervision makes a difference to teacher learning. The study describes the learning process of Nicole, an experienced teacher who had participated in the initial study. This study took place in the context of a national reform in the higher levels of secondary education in the Netherlands. During the supervisory sessions, Nicole found a way of reflecting on situations. She shifted her perspective from action-oriented reflection by herself to meaning-oriented reflection together with the students. The supervisor also helped Nicole become aware of the thought patterns obstructing her in working toward her ideal.

Learning strategies offer a means of addressing individual differences. A programmatic line of inquiry at two universities in the United States has led to an extensive body of research related to learning strategies and to the development of two instruments. This study reports on the development of one of these instruments that can be used to quickly identify learning strategy preferences.