Scribd
Upload
196 views1 page

Adult Learning Theories

This document discusses several adult learning theories and how they can impact the design of teacher professional development programs. It outlines Age and Stage Theory, which focuses on how adult learning needs change based on age and life stage. Specifically, it notes that around mid-life (late 30s to early 40s), adults enter a transition period where they reflect on and evaluate their lives. They then seek wholeness over perfection and feel a greater sense of community membership. From the mid-40s to early 50s, adults establish new structures and commitments for the rest of their lives, including finding lasting meaning in relationships, work, and spirituality. Understanding how adult needs change with age can help districts create more effective, sustainable professional development for

Uploaded by

Narmada Nammu
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
196 views1 page

Adult Learning Theories

This document discusses several adult learning theories and how they can impact the design of teacher professional development programs. It outlines Age and Stage Theory, which focuses on how adult learning needs change based on age and life stage. Specifically, it notes that around mid-life (late 30s to early 40s), adults enter a transition period where they reflect on and evaluate their lives. They then seek wholeness over perfection and feel a greater sense of community membership. From the mid-40s to early 50s, adults establish new structures and commitments for the rest of their lives, including finding lasting meaning in relationships, work, and spirituality. Understanding how adult needs change with age can help districts create more effective, sustainable professional development for

Uploaded by

Narmada Nammu
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Adult Learning Theories: Impacting Professional Development Programs

In education, change is inevitable. Teachers are constantly learning, growing and adapting to new techniques, new content standards and new curriculums. Adult development theories provide a framework for understanding how adult learners are different from younger learners, while also providing insight into devising better professional development programs to meet the needs of teachers at all phases of their careers. This article will provide an overview of Age and Stage Theory, Cognitive Development Theory and Functional Theory, and how these theories can impact professional development programs. Each year, school districts are challenged to deliver worthwhile professional development opportunities. With the call for achievement for all students and for leaving no child behind, it is imperative that districts offer programs that recognize the knowledge base of teachers. Being aware of adult learning theories will aid districts in offering effective, sustainable professional development activities. Age and Stage Theory One theory of adult development focuses on age. This theory proved that as people aged, they did not stop learning. It recognized first and foremost the contention of lifelong learning. Learning was something that continued throughout the life cycle. The two branches of this study included the stage and age theorists. Stage theorists focused on distinct, qualitative differences in modes of thinking at various points in development that were not necessarily age related.l Age theorists, on the other hand, were interested in determining if there were concerns, problems or tasks common to most or all adults at various times in the life cycle. Both of these theories will be discussed. Age Theory The age theorists reported age-related periods of life and focused on the problems and personal issues that affected adults at certain ages. Age theorists contended that the issues adults faced changed with chronological age. Sheehy3 reported a mid-life transition period that occurred in the late thirties and early forties. This transition was referred to as the elbow joint of life where the adult reflected upon and evaluated life. Reflection caused the need for wholeness to replace the ideal of perfection. 4 Individuals during this stage were believed to think more about their context and culture, which led them to have a greater sense of membership in the community. Levinson, et al, believed that by the mid
forties and early fifties, adults moved out of what was termed the mid-life wilderness and began building new structures for the rest of their lives. During this time, the adult gave "more lasting meaning to relationships, work, and spiritual commitments." 6 These descriptions pointed to this time of life as one that was crucial to decision making.

You might also like