ERIC Number: ED468456
Record Type: Non-Journal
Publication Date: 2002-May
Reference Count: N/A
Teaching Beliefs of Graduate Students in Adult Education: A Longitudinal Perspective.
Taylor, Edward W.
A qualitative longitudinal study, intended to encourage graduate programs to reflect on how their programs are making a difference in their students' adult teaching practice, explored how practicing adult educators' beliefs about teaching were impacted by participating in a graduate program in adult education. Sixteen practicing adult educators were interviewed twice over a period of 2 years. Findings indicated graduate school had little impact on the teaching beliefs of participants. The majority of participants maintained a teacher-centered view of teaching, continued to view knowledge as separate from the knower, maintained a belief about learning as an increase in knowledge and the result of doing, and continued to reflect an instrumental view of teaching. A change in belief that began to emerge was a growing recognition of the significance of engaging student experience in practice. (Contains 35 references.) (Author/YLB)
Descriptors: Adult Education, Adult Educators, Attitude Change, Beliefs, Educational Principles, Educational Research, Graduate Study, Higher Education, Longitudinal Studies, Outcomes of Education, Qualitative Research, Teacher Attitudes, Teacher Education Programs, Teacher Expectations of Students
For full text: http://www.coe.uga.edu/hsp/monographs2/taylor.pdf.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Kellogg Foundation, Battle Creek, MI.
Authoring Institution: Georgia Univ., Athens. Dept. of Adult Education.