Comparative Study of Adult Education Practitioners and Professors On Future Knowledge and Skills Needed By Adult Educators

Abstract

The purpose of the study was to compare practitioners' opinions concerning knowledge and skills needed by future adult educators with those of professors. The sample population of practitioners was 78 NUCEA members who were deans or directors of continuing education. Practitioners, through two rounds of questionnaires, priority ranked thirty knowledge and thirty- seven skill statements identified and priority ranked by professors of adult education in an earlier Delphi Study. Kendall Tau Coefficients computed for both knowledge and skill statement rankings between the two samples indicated that professors and practitioners tended to agree more on skill statement relative ranking than on knowledge statement relative ranking. It was concluded, from examination of means and rank order, that differences, as well as convergence, of opinion exist between the two study populations regarding the sampled knowledge and skill areas needed by future adult educators.

Adult educators’ core competences

“…In a follow-up study likewise based on the Delphi method, many of the same competences appeared and are given high priority. These include 'the adult and his need', 'how the professional functions', 'communication', 'leadership in groups', 'self-improvement', 'learning experiences based on need', and 'human motivation' (Daniel & Rose, 1988(1982).…”

Teacher Effectiveness in Adult Education

“…Essential skills of adult educators are also usually expressed in broad terms, including the skills of planning, instructing (and especially the nondirective &dquo;facilitating&dquo;), evaluating, communicating, using the adult learner's life experiences as instructional resources, developing alternative assignments and learning experiences, and generally providing and maintaining an environment conducive to learning (Apps, 1981;Daniel & Rose, 1982;Knowles, 1980;Knox, 1980;Rossman & Bunning, 1978;Ulmer, 1980). Desirable personality characteristics similarly collapse into general categories.…”

“…This is certainly the case with the portrayal of the desirable knowledge, skill, and personality characteristics of effective teachers of adults. Both in case studies and interviews of exemplary educators of adults (e.g., Apps, 1981;Heath, 1980;Sellen, 1980) and in surveys of professionals in adult education (e.g., Daniel & Rose, 1982;Rossman & Bunning, 1978;Ulmer, 1980), fundamental knowledge for adult educators is commonly expressed in terms pertaining to knowledge of the self, the learner, the subject matter, the learning process, and the teaching process.…”

The relationship between perceived supportive/defensive communication behaviors of adult education instructors and the decision to drop out or persist by adult learners

“…Instructor influence "The difference between knowing and teaching is communication" (Hurt, Scott, & McCroskey, 1978). While admittedly the instructor is a central For example, surveys of adult educators result in agreement that interpersonal skills are possibly the most important skill or proficiency an adult educator can possess (Daniel & Rose, 1982;Knox, 1980).…”

“…In order for the benefits of andragogy to be realized, the interpersonal communication behavior of the instructor must be considered a key factor. Research does support that Interpersonal skills are the most Important skills the adult educator possesses (Daniel & Rose, 1982;Knox, 1980). Research also shows that an andragogical orientation coupled with interpersonal skills provides a beneficial environment for the adult learner.…”