Adult learning and the mentoring and coaching of teachers

Fehring, H 2017, 'Adult learning and the mentoring and coaching of teachers' in Fehring, H. and Rodrigues, S. (ed.) Teaching, Coaching and Mentoring Adult Learners, Routledge, London, United Kingdom, pp. 13-23.

Document type: Book Chapter
Collection: Book Chapters

Title Adult learning and the mentoring and coaching of teachers
Author(s) Fehring, H
Year 2017
Title of book Teaching, Coaching and Mentoring Adult Learners
Publisher Routledge
Place of publication London, United Kingdom
Editor(s) Fehring, H. and Rodrigues, S.
Start page 13
End page 23
Subjects Higher Education
Curriculum and Pedagogy Theory and Development
Summary This chapter discusses the main principles of adult learning as a context for effective professional learning that is tailored to the diverse cognitive and/or affective needs of adult learners in a variety of learning environments. Adult learning can be a challenging area for educators. For some adult educators, their role is clearly defined as a coach, a mentor or a supervisor. For others, their role may require a blend of these differing roles, depending not only on the course or program, but also on the differing needs and status of the adult learners. This chapter highlights some of the key features of the distinction between coaching and mentoring practices, and the essential professional development strategies needed when teaching adult learners in school settings. Developing appropriate learning opportunities, which address any content requirements, need to be underpinned by approaches which take into account both the professional and personal needs of the adult learners.
Copyright notice © 2017 individual chapters, the contributors
Keyword(s) peer coaching
adult learners
ISBN 9781138961050
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