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• W3739674 abstract "Introduction Adults learn differently than children or adolescents (Brookfield, 1986; Dewey, 1938; Kegan, 1994; Kolb, 1984; Mezirow, 2000). A thorough understanding of how adults learn is imperative to the successful education of adults. It is only by understanding the unique ways in which adults learn that the academy can create environments where adults learn and thrive. One area of adult education which has been inundated with criticism is teacher education. It is in this field that I chose to investigate adult learning in order to identify what is important to adult learners in their journey toward becoming successful teachers. The study results identify elements of learning of central importance to adults striving to be highly effective classroom teachers. These elements, if applied to teacher education, have the potential to improve how future teachers are taught. My own experience with adult learners has been guided by these theories of adult learning. I have noted that adults approach new learning with a more intense need and amplified emotional state compared to other age groups. Over the course of my career, I have taught early and late adolescents as well as adults. The differences in how these different age groups learn and how they react to learning is striking. The primary reason for this research was to gain a better understanding of how adults learn and then to share that understanding with teacher educators. Those of us in teacher education are often subsumed by the content we teach our students; that is, how children and adolescents learn. In that context, it is easy to forget that while our curriculum focuses on childhood learning, we are teaching adults. This study, therefore, specifically targets the adult participants' transformations from a teacher education program into careers as secondary teachers. The purpose is to determine what adults identify as relevant to learning so that it can be used to improve the effectiveness of teacher education. This line of inquiry has become particularly important in recent years as teachers and teacher education come under attack. One commonly pointed to solution is fast tracking professionals from other fields into the classroom. The general assumption is that if a professional, a scientist, for example, has the content knowledge and willingness to teach adolescents science, an unfettered pathway into the classroom should be made possible. While there are certainly many professionals who have the innate skills necessary to teach, there are many more who have the potential to become excellent teachers with proper training. This research study supports the notion that career-changers come to the classroom with a wealth of skills and talents to offer our youth, but at the same time require a specific kind of attention and learning from professional teacher educators (Holt & Unruh, 2010). Without this attention and learning, people interested in teaching will continue to enter and exit the profession at high rates; serving only to expend valuable resources and contribute to the national, and negative, conversation on the failures of teacher education. Theoretical Framework Mezirow's transformative learning theory purports that achieving transformation allows an individual an integrative, highly tolerant, broad and porous way of knowing only possible within the context of communicative action (i.e., discourse outside the realm of instrumentalism and/or coercion) (Mezirow, 1991). Mezirow's theory posits that adults learn differently than children and adolescents because as adults mature, they accumulate experiences which combine to validate increasingly complex frames of reference. This finding stems from research Mezirow conducted with women entering community colleges in the 1970s (Mezirow, 1978). Through this large scale qualitative research, Mezirow observed that certain learning characteristics exhibited by the women returning to school were generally observable across the population. …" @default.
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• W3739674 date "2012-09-22" @default.
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• W3739674 title "Finding the Royal Road to Learning to Teach: Listening to Novice Teacher Voices in Order to Improve the Effectiveness of Teacher Education" @default.
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