ERIC Number: ED375322
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
Developing Teaching Style in Adult Education. The Jossey-Bass Higher and Adult Education Series.
Heimlich, Joe E.; Norland, Emmalou
Designed for adult educators in various settings who are seeking to improve as teachers, this book describes a process adult educators can use to examine their beliefs about teaching and current teaching behavior in depth. It is intended to guide them through an exploration of who they really are as teachers, and then, through experiential exercises, to help them grow toward becoming the teachers they want to be. Part 1, which covers exploration, includes the concepts of growth and style (Chapter 1), the historical and current perspectives on and definitions of teaching style and other key concepts (Chapter 2), and a description of the elements of the teaching-learning exchange and their relationship to one another (Chapter 3). Based on these initial presentations, Part 2, whose subject is reflection, examines the five primary elements of the teaching-learning exchange: content (Chapter 4), environment (Chapter 5), the teacher (Chapter 6), the learning community (Chapter 7), and the learner (Chapter 8). Part 3, which is concerned with application, suggests approaches for matching methods to style (Chapter 9) and developing a personal style of teaching (Chapter 10). Attachments include these resources: Van Tilburg/Heimlich Teaching Beliefs Scale, Norland/Heimlich Teaching Values Scale, Focusing on Culture as a Characteristic of Learners, and Representative Teaching Methods and Techniques. Contains 234 references and an index. (YLB)
Descriptors: Adult Education, Adult Learning, Professional Development, Reflective Teaching, Self Evaluation (Individuals), Teacher Behavior, Teacher Improvement, Teacher Influence, Teacher Role, Teaching Styles
Jossey-Bass, Publishers, 350 Sansome Street, San Francisco, CA 94104.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A