1. Chapter 4: Adult and Teacher Development within the Context of the School By: Donyale Carter EDU 660 Fall 2015 September 26, 2015

2.  Intelligence and Wisdom  Different theories that focus on the learning strengths of individual teachers  Novice teachers vs. experienced teachers  With appropriate supervision teachers can broaden their adaptation and change strategies.  Conform to an uncomfortable teaching environment, change it, or leave Adults as Learners

3.  Theories of Adult Learners  Andragogy-adults have a psychological need to be self directing, bring experience that can/should be tapped into the learning, readiness to learn is influenced by problem solving, and want to use wants learned immediately.  Self Directed Learning (SDL)-focuses on the individual, learning that adults engage in systematically as part of everyday life and without benefit of an instructor. Supervisors should be matched to the level of SDL  Transformational Learning-learning from experience, minor events that create opportunity for growth and development

4.  Experience and Learning: Situated Cognition, Informal, and Incidental Learning  Situated cognition-apprenticeship, communities of practice, supported participation  Informal learning (less structured than formal learning)-networking, informal coaching, mentoring  Incidental learning-by product of some other type of activity  Holistic Adult Learning  Embodied, spiritual-connectedness t the world, and narrative learning-personal narrative and biographies  Critical Perspectives on Adult Learning  Knowledge having a lot to do with power, status, power struggle, socio and economic privileges ex. misuse of standardized testing  Teachers as Adult Learners  Teachers being supported in learning innovations  Novice teachers supervision vs. experienced  Utilizing teachers learning strengths of all levels  Teachers being treated as if their all the same rather than individual  Schools need to foster collaboration, reflection, critical thinking, and teacher empowerment ex. mentoring, PLC’s, intern, technology leaders

5.  Stage Theories of Adult and Teacher Development  each stage is “structured whole”  their different from one another  progression  Cognitive Development  Concrete Operations, formal operations, post formal operations  Using child development to promote teacher development  As teachers related developmental theory to their conception of students, their teaching changed  They begin facilitating learning rather than parting knowledge.  Moral Development  3 levels-pre conventional, conventional, post conventional  Self centered-doing the right thing because its expected- moral decisions  Levels of consciousness  Concrete-Abstract-Complex  Stages of Concern  Self Adequacy-focused on survival, doing well when a supervisor is present  Teaching task-concerned with issues related to instruction and discipline  Teaching Impact-concerned with the impact of student learning and well-being Adult and Teacher Development

6.  Integrating Stage Development Theories  Some teachers are low in one area and high in another  High stage teachers are adaptive in their teaching style, flexible, and tolerant. Teachers at lower stages are less effective.  Teachers are not supported in ways to improve their thinking  Effective teaching is the best way to teach  They think about what their doing, assess, reflect, plan, improve  When teachers are in a supportive environment, they can reach higher standards

7.  Teachers ages and stages of life effecting their performance  20-25- search for status, comfort, and happiness in work family, and friends  in teaching doesnt excite, no advancements, no variety  Bored leading to resignation, quit  35-55-disillusionment, reflection, reordering priorities  Develop programs for new teachers  Teachers who go above and beyond and make lasting impressions deserve the upmost respect  Transition Events:  Life events, critical events, marker events, progression of orderly transformation over time  Normative aged events-marriage, child birth  normative history graded events-World War II, Depression  non normative events-divorce, unexpected illness, unemployment  Role Development: how adult lives are characterized by interacting roles  Segmentation-little connection  Compensatory-seek in one area satisfaction or activities lacking in another  Generalization-work spilling over into family life vice versa Life Cycle Development, Teachers’ Life Cycles, and the Teaching Career

8.  The Role of Gender in Adult Development  Moral decision being based on different criteria  Women-ethic of care  Men- ethic of justice  Woman’s development in four themes  The centrality of relationships, social roles, dominance of role, and diversity of experience  Both men and woman value relationship, derive self esteem from similar sources, and struggle with ongoing issues of holding on and letting go.  The Role of Race and Ethnicity in Adult Development  Black-experience with negative treatment by others become trigger for formation of racial identity among  Whites-values and perspectives  Stereotyping, clash between the value systems of ethnic culture  Review of Development Teacher Models  Adults lives are characterized by change and adaptation Beyond Universal Conceptions of Development: The Sociocultural Context of Adult Development

9.  Teachers development can regress, recycle, or become blocked.  Experience  A teacher with 30 years teaching experience can still be inexperienced in many ways. Development: Ebb and Flow