| Today's highly technological, global society mandates educational processes different from the best efforts of past eras and teachers equipped to assist every student in gaining the skills necessary for lifelong learning and for finding meaning in the workplace. Teacher education programs and ongoing training and staff development opportunities for active teachers must prepare educators for their own lifelong learning if they are to address the needs of the age. As adult learners, teachers have needs, interests and experiences which call teacher educators to utilize very different approaches to learning from standard practices in compulsory education with children and youth. Yet, the design of many current teacher development programs and staff development plans do not demonstrate the use of appropriate adult learning theory. This study, therefore, answers the following questions: (1) What are the major components of adult learning theory which apply to teacher professional development? and (2) How can staff development plans incorporate the principles of adult learning theory in order to develop a model to meet the needs of a teacher as an adult learner? Five major works in the areas of adult learning theory and teacher education are analyzed in order to glean those concepts from the adult education field which hold significant implications for designing and conducting teacher development programs. The study does not specifically address meeting the diverse learning styles and preferences of teachers, but encourages superintendents, principals, resource teachers and trainers to assess participants' needs and interests and to provide teachers options which allow them as much self-direction as possible as they question habitual practices and pursue continuing education which allows them to employ alternative instructional methods and to find greater meaning in their work. |
