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ERIC Number: EJ891131
Record Type: Journal
Publication Date: 2010
Pages: 8
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-1934-2322
The Great Dilemma of Improving Teacher Quality in Adult Learning and Literacy
Smith, Cristine
Adult Basic Education and Literacy Journal, v4 n2 p67-74 Sum 2010
Recent research from the K-12 field indicates that professional development (PD) is a necessary (although not sufficient) factor in improving teacher quality. The research also clearly identifies ways to make professional learning activities for teachers effective. Yet the adult basic education and literacy (ABEL) field is not, for the most part, making use of this evidence in the design and support of PD for its teachers. The dilemma is that evidence-based teacher preparation practice can contribute to improved teacher quality, but it requires restructuring the way PD services are offered to the wide range of ABEL teachers. In this paper, I first review research on PD and professional learning. Then I argue that, intractable as this dilemma between current and evidence-based PD practice seems, it can be addressed through a new conceptualization of the types of knowledge teachers need and the types of PD that will help them acquire and use such knowledge. (Contains 1 table and 1 figure.)
Commission on Adult Basic Education and ProLiteracy America. 1320 Jamesville Avenue, Syracuse, NY 13210. Tel: 315-422-9121; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Basic Education; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A