scholarly journals Representations and Meanings of Adult Education Staff Evaluation. A Pedagogical Reflection on Six Case Studies

2015 ◽  
Vol 4 ◽  
pp. 127
Author(s):  
Cristina Palmieri
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Case Studies ◽  
Project Evaluation ◽  
Pedagogical Debate

<p class="IATED-Affiliation">This paper deals with six case studies of evaluation, which were discussed at the Mobility Workshop organized in the context of the EduEval Project (Evaluation for the Professional Development of Adult Education Staff, LLP Grundtvig).This paper depicts the different representations of evaluation explicitly and implicitly present. The aim of the article is twofold. First, it explores the meanings associated with the evaluation practicesdescribed, and it identifies both transversal and specific components. Second, it critically reflects on how evaluation may sustain and/or develop the competences of Adult Education Staff,in the light of the current pedagogical debate on the theme.</p>

How Teachers Change: A Study of Professional Development in Adult Education: A NCSALL Research Brief

2003 ◽  
Author(s):  
Cristine Smith ◽  
◽  
Judy Hofer ◽  
Marilyn Gillespie ◽  
Marla Solomon ◽  
...  
Keyword(s):  
Professional Development ◽  
Adult Education

Reflective Practice in Advising: Introduction to the Column

Relay Journal ◽  
2018 ◽  
pp. 293-295
Keyword(s):  
Professional Development ◽  
Transformative Learning ◽  
Reflective Practice ◽  
Case Studies ◽  
Professional Community ◽  
Great Success ◽  
Global Community ◽  
Potential Growth ◽  
Community Of Learning ◽  
Reflection On Action

Welcome to the second reflective practice column where we are pleased to share another series of active advisors’ voices with our professional community. The first column of Reflective Practice in Advising in Volume 1(1) became a prelude for creating a global community of learning advisors with the aim of building a platform to share our professional development experiences and further seek opportunities for growth. As in Issue 1, in this issue of Relay Journal, all the contributors are engaged in a different advising context with various sociocultural backgrounds, but each of the case studies illustrates how their reflective practice enables learning advisors to continue exploring potential growth at any point in their career. In other words, the journey of becoming a learning advisor is ever-lasting, as long as the learning advisor is willingly seeking an opportunity for transformative learning. The post-publication reflective dialogues in Issue 1, although experimental, were a great success. They triggered active discussions among learning advisors, which lead to further reflection-on-action and reflection-for-action (Farrell, 2015) among the contributors. These open and collaborative dialogues across the sociocultural boundaries exemplify professional development for learning advisors.

scholarly journals Accountability Requirements and Professional Development in the US Adult Basic and Literacy Education System

1970 ◽  
Vol 17 (3) ◽  
pp. 27-41 ◽  
Author(s):  
CRISTINE SMITH
Keyword(s):  
Professional Development ◽  
No Child Left Behind ◽  
Adult Education ◽  
Adult Students ◽  
High Stakes ◽  
National Education ◽  
Southeastern Us ◽  
12Th Grade ◽  
The Us ◽  
Curricular Needs

Even before the 2001 enactment of the No Child Left Behind legislation, the education bill that holds schools in the US accountable for student achievement, ‘adult education [had] become part and parcel of the new federal trend to encourage the setting of national education goals and standards and holding programs accountable for demonstrating achievements’ (Sticht 1998). Now, almost ten years after enacting the Workforce Investment Act (1998), the legislation that required states to report how adult students were making progress towards educational and work goals, the field is just beginning to take stock of whether accountability has helped or hurt our adult education system.In the US school system (kindergarten to 12th grade for children five to 18), several researchers have investigated the effect of stronger accountability requirements on professional development systems. Berry et al. (2003), in a study of 250 teachers and principals in schools across six Southeastern US states found that results were mixed:Although high-stakes accountability systems help focus professional development efforts on the curricular needs of students, little evidence exists to support the claim that such systems help teachers change their practice to enhance student learning...A tendency exists…to narrow the focus of professional development activities to tested subjects or provide general support that is disconnected from curricular needs. (Association for Supervision and Curriculum Development 2004:3)

scholarly journals A felnőttnevelési szakemberek formális kiképzési útjai Magyarországon

2020 ◽  
Vol 7 (4) ◽  
Author(s):  
Viktória Beszédes
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Lifelong Learning ◽  
European Commission ◽  
Empirical Research ◽  
International Research ◽  
Professional Training ◽  
Education Professionals ◽  
European Area ◽  
Education Professional

A felnőttnevelési szakemberek szakmai fejlesztésének kérdésköre a 2000-es évek után nyert létjogosultságot Európa-szerte, amelyhez hozzájárult a Making a European Area of Lifelong Learning a Reality dokumentum megjelenése (European Commission, 2001). A tanulmány érzékelteti, hogy a felnőttnevelési szakemberképzés témaköre egyre nagyobb teret nyer a nemzetközi kutatási szférában, a nemzeti szakmai tanulmányok áttekintésének eredménye alapján arra következtet, hogy Magyarországon továbbra is csekély mértékben valósulnak meg elméleti és főként empirikus vizsgálatok a felnőttnevelési szakemberek professzionalizációjának kérdéskörében. The issue of professional development for adult education professionals gained legitimacy across Europe after the 2000s, helped by the publication of the document Making a European Area of Lifelong Learning a Reality (European Commission, 2001).The study shows that the topic of adult education professional training is gaining more and more ground in the international research sphere, with an overview of national professional studies.Based on the results of its work, it concludes that in Hungary, there is still a small amount of theoretical and mainly empirical research on the issue of professionalisation of adult education professionals.

Blended Learning for Learners in SMEs

2014 ◽  
pp. 36-58 ◽  
Author(s):  
Sabine Moebs
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Case Studies ◽  
Final Section ◽  
Internet Access ◽  
Learning Culture ◽  
Learning Method ◽  
Poor Infrastructure

While blended learning seems to be quite suitable for Small and Medium Sized Enterprises (SMEs), take-up of this learning method is not implemented at the level it could be. This chapter investigates aspects that encourage learners in European SMEs to choose blended learning for professional development. The results indicate how the take-up of blended learning by SME learners can be improved. Research has explored the field further and blended learning has become a more mainstream form of learning. A revisit of case studies with stakeholders of Blended Learning in SMEs looks at changes indicated by research and explores Blended Learning in progress. A comparison between European and African SMEs looks at differences and commonalities that might affect blended learning. The final section outlines a vision of how blended learning is feasible under challenging conditions, including inadequate funding, limited computer or Internet access, poor infrastructure, diversity of learner groups, and differences in learning culture.

A MUVEing Success

2013 ◽  
pp. 614-638
Author(s):  
Shannon Kennedy-Clark ◽  
Kate Thompson
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Virtual Environments ◽  
Case Studies ◽  
Educational Games ◽  
Inquiry Learning ◽  
Science Inquiry ◽  
Development Programs ◽  
Classroom Activities

The chapter will explain the role of scenario-based MUVES and educational games in science education and will present both the benefits for students and the challenges of using these forms of technology in a classroom setting. This chapter presents the findings of two case studies on the use of a scenario-based Multi-User Virtual Environments (MUVE) in science education. The chapter will consider strategies for designing professional development programs for teachers and pre-service teachers to enhance both the teachers’ skills and their confidence in using and designing classroom activities suitable for MUVEs and educational games in science inquiry learning.

Nurses Using Social Media and Mobile Technology for Continuing Professional Development

2016 ◽  
pp. 1289-1313
Author(s):  
Carey Mather ◽  
Elizabeth Cummings
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Case Studies ◽  
Mobile Technology ◽  
Continuing Professional Development ◽  
Health Profession ◽  
Mobile Technologies ◽  
Healthcare Sector ◽  
Actual Case ◽  
Nurses And Midwives

Continuing professional development is mandatory for all healthcare professionals in Australia. This chapter explores how the expectations of the regulatory and professional organisations of nursing and midwifery can be integrated within the profession by enrolled and registered nurses and midwives to meet the requirements and maintain their registrations. Using actual case studies as a basis, the chapter demonstrates how continuing professional development can be delivered as mobile or m-learning using social media or mobile technologies within this health profession. This chapter focuses on case studies from the Australian healthcare sector; however, it appears that similar issues arise in other countries and so the challenges and solutions described in the case studies can inform practice in other countries. It concludes by discussing the potential for continuing professional development m-learning into the future.

Challenges about MOOCs in Teacher Training

2016 ◽  
pp. 1268-1288
Author(s):  
Patricia Gómez Hernández ◽  
Carlos Monge López ◽  
Alba García Barrera
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Case Studies ◽  
Open University ◽  
Training Design ◽  
Educational Training ◽  
Education Practice ◽  
Current State ◽  
State Of Affairs ◽  
Great Knowledge

MOOCs seem to be a good way to deliver training to a large number of teachers and to facilitate their professional development in those areas whose skills are scarce, requires an update or needs further deepening. In this chapter a test is carried out to make an approach to the current state of affairs, taking sample students from an on-site university and an open university. This study also allows investigating if there may be differences between both groups. Using case studies, a questionnaire was administered to 37 pre-service teachers, showing a relative great knowledge about MOOCs by participants. In conclusion, the studied universities must design, develop and divulgate these courses as a pedagogical resource for initial and continuous teacher training. This chapter completes the book section with discussion on research involving ‘RIA and education practice of MOOCs', as such it provides a fitting commentary for the topic of ‘educational training design'.

Blended Learning for Learners in SMEs

2015 ◽  
pp. 565-587
Author(s):  
Sabine Moebs
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Case Studies ◽  
Final Section ◽  
Internet Access ◽  
Learning Culture ◽  
Learning Method ◽  
Poor Infrastructure

While blended learning seems to be quite suitable for Small and Medium Sized Enterprises (SMEs), take-up of this learning method is not implemented at the level it could be. This chapter investigates aspects that encourage learners in European SMEs to choose blended learning for professional development. The results indicate how the take-up of blended learning by SME learners can be improved. Research has explored the field further and blended learning has become a more mainstream form of learning. A revisit of case studies with stakeholders of Blended Learning in SMEs looks at changes indicated by research and explores Blended Learning in progress. A comparison between European and African SMEs looks at differences and commonalities that might affect blended learning. The final section outlines a vision of how blended learning is feasible under challenging conditions, including inadequate funding, limited computer or Internet access, poor infrastructure, diversity of learner groups, and differences in learning culture.

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