Publication:
The Great Dilemma of Improving Teacher Quality in Adult Learning and Literacy

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dc.contributor.authorSmith, Cristine
dc.contributor.departmentUniversity of Massachusetts - Amherst
dc.date2023-09-23T11:14:04.000
dc.date.accessioned2024-04-26T09:09:01Z
dc.date.available2024-04-26T09:09:01Z
dc.date.issued2010-01-01
dc.description.abstractRecent research from the K-12 field indicates that professional development (PD) is a necessary (although not sufficient) factor in improving teacher quality. The research also clearly identifies ways to make professional learning activities for teachers effective. Yet the adult basic education and literacy (ABEL) field is not, for the most part, making use of this evidence in the design and support of PD for its teachers. The dilemma is that evidence-based teacher preparation practice can contribute to improved teacher quality, but it requires restructuring the way PD services are offered to the wide range of ABEL teachers. In this paper, I first review research on PD and professional learning. Then I argue that, intractable as this dilemma between current and evidence-based PD practice seems, it can be addressed through a new conceptualization of the types of knowledge teachers need and the types of PD that will help them acquire and use such knowledge. (Contains 1 table and 1 figure.)
dc.identifier.urihttps://hdl.handle.net/20.500.14394/7778
dc.relation.ispartofAdult Basic Education and Literacy
dc.relation.urlhttps://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1035&context=cie_faculty_pubs&unstamped=1
dc.source.beginpage67
dc.source.endpage74
dc.source.issue2
dc.source.issue4
dc.source.statuspublished
dc.subjectEducational Assessment, Evaluation, and Research
dc.titleThe Great Dilemma of Improving Teacher Quality in Adult Learning and Literacy
dc.typearticle
dc.typearticle
digcom.contributor.authorisAuthorOfPublication|email:cristine@educ.umass.edu|institution:University of Massachusetts - Amherst|Smith, Cristine
digcom.identifiercie_faculty_pubs/36
digcom.identifier.contextkey6619851
digcom.identifier.submissionpathcie_faculty_pubs/36
dspace.entity.typePublication
relation.isAuthorOfPublication7b594dee-c5bf-4819-a71b-53447c74456f
relation.isAuthorOfPublication.latestForDiscovery7b594dee-c5bf-4819-a71b-53447c74456f
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