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Making Sense to Teachers about Teaching

Making Sense to Teachers about Teaching Making Sense to Teachers About Teaching David F. Hemphill taff development for adult basic other than immediately and practically applicable education (ABE) and English as a knowledge. This pattern may support the claim Second Language (ESL) instructors that the primary focus of adult learners-and, is critical. Such instructors usually now it might be argued, their instructors-is on come to adult teaching with minimal pre-service matters of pragmatic immediacy. It is well to training, they are almost always faced with wide- keep in mind, then, that ABElESL instructors ranging and daunting curricular and situational may be little different from their students with demands (such as multi-level classes and substan- respect to this key motivation: They need to see dard facilities), and they are provided with limited immediate and direct practical application of their (if any) teaching resources. Not surprisingly, learning experiences to the solution of real-world ABElESL instructors have a rapid turnover rate. problems. Unfortunately, it also may be true that staff The Teaching Improvement Process (TIP), a development, when provided at all for these staff development tool recently developed at San instructors, is seen to focus on educational Francisco State University’s Center for Adult Edu- abstractions. Topics that are http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Making Sense to Teachers about Teaching

Adult Learning , Volume 1 (7): 4 – May 1, 1990

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Publisher
SAGE
Copyright
© 1990 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515959000100707
Publisher site
See Article on Publisher Site

Abstract

Making Sense to Teachers About Teaching David F. Hemphill taff development for adult basic other than immediately and practically applicable education (ABE) and English as a knowledge. This pattern may support the claim Second Language (ESL) instructors that the primary focus of adult learners-and, is critical. Such instructors usually now it might be argued, their instructors-is on come to adult teaching with minimal pre-service matters of pragmatic immediacy. It is well to training, they are almost always faced with wide- keep in mind, then, that ABElESL instructors ranging and daunting curricular and situational may be little different from their students with demands (such as multi-level classes and substan- respect to this key motivation: They need to see dard facilities), and they are provided with limited immediate and direct practical application of their (if any) teaching resources. Not surprisingly, learning experiences to the solution of real-world ABElESL instructors have a rapid turnover rate. problems. Unfortunately, it also may be true that staff The Teaching Improvement Process (TIP), a development, when provided at all for these staff development tool recently developed at San instructors, is seen to focus on educational Francisco State University’s Center for Adult Edu- abstractions. Topics that are

Journal

Adult LearningSAGE

Published: May 1, 1990

There are no references for this article.