ERIC Number: ED362666
Record Type: RIE
Publication Date: 1993-Feb
Reference Count: N/A
Professional Development Needs of ALBE Teachers Working in Changing Contexts.
Adult Literacy and Basic Education (ALBE) teachers face many challenges as they attempt to reconcile the demands of educational providers, learners, and government agencies with their own values and beliefs about the aims and purposes of literacy. Recent research on ALBE programs was examined from the standpoint of their relationship to the following: selected historical trends in literacy provision and the forces underlying the provision of "second-chance" education for adults, the language of "new times" used in much of the dialogue shaping ALBE provision in the 1990s, and the manner in which literacy has been deemed a key factor in Australia's changing economic climate. Dialogue and the relearning classroom were identified as two concepts that have been called central to how teachers might meet the challenges of classes in which meeting learners' needs proves highly problematic. Other research has cast doubt on the benefits of egalitarian relationships between teachers and learners. Professional development programs for ALBE teachers need to address three issues: the practicalities of teaching critical literacy, the means by which teachers advocate for change within their organization, and the kind of organization that will best provide teachers with an effective resource base for teaching critical literacy. (Contains 35 references.) (MN)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Professional Development Workshops for Adult Literacy and Basic Education Workers (5th, Melbourne, Victoria, Australia, February 2-5, 1993).