A description of teachers' awareness and translation of adult education/learning and whole language theory to teaching practice

Ralph, Patricia F. (1994) A description of teachers' awareness and translation of adult education/learning and whole language theory to teaching practice. Masters thesis, Memorial University of Newfoundland.

[English] PDF (Migrated (PDF/A Conversion) from original format: (application/pdf)) - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. Download (15MB) [English] PDF - Accepted Version Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission. (Original Version)

Abstract

This study was concerned with teachers' awareness of theory and the translation of theory into teaching practice. Specifically, it described ten Adult Basic Education (ABE) Level I teachers' awareness of adult education/learning and whole language philosophy; the teachers' expression of this awareness in their teaching practice; the degree of consistency between and among teachers in their awareness and expression in their practice of adult education/learning and whole language philosophy; and the degree of consistency of their views as expressed in their practice with those views expressed in the related literature. -- A literature review of adult education/learning and whole language philosophy was undertaken within the framework of the Handbook for Teachers (1990). This handbook was designed to provide guidance to teachers in the ABE Level I program. -- The data for the study was collected through a teacher selected class observation period and teacher interviews. The findings indicated that although commonalities existed, there was much variability between and among both, teachers' reported awareness of adult education/learning and whole language philosophy, and their reported teaching behaviours/activities. It was also found that teachers' practice is guided, at least in part, by factors other than their knowledge of adult education/learning and whole language philosophy.

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