6 Inches (US) Width x .83 Inches (US) Thick x in Page
This bestselling book will help anyone who is engaged in teaching adults. Whether you are working with groups or individuals, in a formal or informal setting, face-to-face or via distance learning channels, it will help you to develop a relationship with your student learners while increasing your understanding of yourself as a teacher.
The authors examine different aspects of teaching including:
What is meant by adult learning and what are the main characteristics of adult learners?
What is the nature of learning and how does theory relate to practice?
How do teachers plan learning, set goals and objectives and most importantly how does a teacher know when learning has taken place?
Each chapter contains a series of activities to help you relate what you are reading to your own experiences.
Key features of the new edition include:
New research on unconscious and conscious learning
Adult learning in formal and non-formal education programmes
Fully updated and extended activities
Opportunity for teachers to pause and reflect on their role as teachers
This popular book is valuable reading for experienced teachers who wish to reflect on and improve their practice. It is also useful reading for those who are new to teaching and workplace trainers.
Table of contents
Before You Start
Teaching adults today: The context A contract to learn Perceptions of adult education Adult students The nature of Learning From learning to teaching
Pause for thought
Aims, goals and objectives The adult learning group Roles and the teacher Teaching: Contents and methods
Pause for more thought
Blocks to learning Evaluation Participation
Alan Rogers holds a Special Professorship in Adult Education in the School of Education at the University of Nottingham and an Honorary Professorial Fellowship in the University of East Anglia, UK. He engages in research, evaluation and training programmes overseas.
Naomi Horrocks is a freelance consultant in the further and higher education sector, working for both national and regional agencies on teacher education, research and evaluation. She is a Visiting Fellow in the School of Lifelong Learning at UEA, UK.