Methods That Work: Best Practices of Adult Educators in the Usa

Abstract

The article discusses best practices of American adult educators. The basic terms related to the topic, which are used in academic literature, are defined. Considering the range of terms synonymous to "adult educator" (teacher, instructor, trainer, practitioner, facilitator, mentor, educator, resource person, programme advisor, etc.), the roles adult educators play are described. The article concentrates on identifying the most important barriers to learning of adults (situational, dispositional, institutional, environmental, emotional) understanding of which is necessary for adult educators. Previous experience of adults is described as one of possible reasons for resistance to learning. The paper also reveals methods which adult educators use to overcome the barriers and facilitate adult learners in reaching their educational goals, the importance of flexibility for adult educators, providing choices for adults and ways of getting feedback. The eclectic approach to teaching adults, which may combine learner-centred teaching, content-centred teaching, reflective teaching, cooperative learning, experiential learning, and even traditional teaching, is found to be most appropriate. Thus, the article suggests considering the needs of adults, not adherence to a certain theory or approach, to be of utmost importance for adult educators. Best practices of American adult educators include: theory followed by practice, equal participation, team work, availability of choices, different types of assessment and reflection, which ensure practice, variety and enforcement.

Teaching English for Specific Purposes to Adult Learners at University: Methods That Work

“…The results of our research contribute to the understanding of how features of adults as learners can be considered in teaching ESP at university level and what learning methods teachers may find suitable for that purpose. Our findings are in line with those obtained by a number of authors who studied the specifics of English language learning by adults (Kukulska-Hulme & Viberg, 2018;Ainoutdinova & Ainoutdinova, 2017;Vikulina & Obdalova, 2017;Cheng, 2017;Wang, 2017;Klimova, 2018;Beseghi, 2017;Avci & Adiguzel, 2017;Lavrysh, 2016;Chugai, Terenko & Ogienko, 2017;Lytovchenko, 2016a) and, in view of characteristic features of adults as learners, emphasised that language learning for adults must be flexible, interactive, meet students' personal and professional needs, provide peerand self-evaluation, active engagement and cooperation, cultural authenticity, motivation and possibilities of immediate implementation of its results into practice.…”

(Dis)joint(ed) action, reciprocity, and professional status: an ethnographic investigation of two UKCC CL4 awards

“…Although the present study findings may mirror understandings gained about adult learners in higher education (e.g., Bandias et al, 2011;Chugai et al, 2017;Spies & Botma, 2015), the primary aim of this study was to contribute toward new knowledge in the coach education literature. The use of symbolic interactionist theory (Blumer, 1946;1969;Mead, 2015;Strauss, 1997) was particularly useful to make sense of coach education as an inherently social and context-dependent process that is informed and, equally, informs individual opinions and interpersonal practices of coaches, coach educators, and coach education managers (Nelson et al, 2016).…”

“…Moreover, in this context it is also important to recognise that mature learners are heterogeneous groups, and often draw on established practices and roles (Devlin & Samarawickrema, 2010). For example, using learners' established ways of thinking as stepping stones to new understandings (Spies & Botma, 2015), providing opportunities for learners to share existing knowledge (Willans & Seary, 2011), and creating environments that facilitate exchange (Chugai, Terenko, & Ogienko, 2017) contribute to the development of delivery approaches that align course contents with the bespoke needs of adult learners. In turn, this can shape feelings of success and confidence in academic situations and aid the development of positional identities in higher education environments (Kasworm, 2010).…”

“…Mainstream research has given consideration toward how higher education delivery is far from apolitical but instead negotiated between key stakeholders (Bandias et al, 2011;Spies & Botma, 2015). It has further investigated how mature learners received delivery methods (Chugai et al, 2017;Damşa & Ludvigsen, 2016) and what impact this may have on their professional identities (Kasworm, 2010;Willans & Seary, 2011). Such avenues of inquiry have not yet been explored in the area of sports coaching.…”

Creating ESP classroom culture based on student-generated ideas

“…Therefore, teachers have to explore other approaches to teaching and learning, which are effective in the 21 st century. The eclectic approach serves as an umbrella term for the combination of learner-centered teaching, content-centered teaching, reflective teaching, cooperative learning, experiential learning and traditional teaching [1].…”