About This Publication
Published by NIACE in partnership with the National Research and Development Centre for Adult Literacy and Numeracy (NRDC), this is one of a series of publications arising from five Effective Practice Studies carried out by NRDC from 2003 to 2007.
This book forms part of a series of guides to good practice – each in a key area of adult education – and is co-published by NIACE and the National Research and Development Centre for Adult Literacy and Numeracy (NRDC). It looks critically at how emerging and published research can inform the development of teaching and learning strategies for adults. It is designed to support practitioners working in a variety of settings.
Each guide in the series aims to update teachers on research and to encourage them to reflect on their practice. They are intended to inspire teachers to try ideas and approaches which research suggests are effective. Principles of good practice are illustrated by clear and relevant case studies from current research. All examples are highly relevant to the classroom. Pointers to further reading are provided.
As the field of adult language, literacy and numeracy is growing, many more people are training to become subject teachers and support workers. Others, who have worked in this field for many years, are now undertaking professional training or development, at all levels.
This guide outlines a social practice model to support teaching and learning in literacy, numeracy and language that takes account of learners and their lives.
The ideas outlined in this guide have been developed into principles based upon recent research. These principles help to develop existing intuitive and unconscious teaching knowledge by turning this into evidence, which will then support further transformation of practice. The principles can equally underpin initial teacher training and professional development.
Special Offer
Buy all 8 books for £79.95.
This book forms part of a series of guides to good practice – each in a key area of adult education – and is co-published by NIACE and the National Research and Development Centre for Adult Literacy and Numeracy (NRDC). It looks critically at how emerging and published research can inform the development of teaching and learning strategies for adults. It is designed to support practitioners working in a variety of settings.
Each guide in the series aims to update teachers on research and to encourage them to reflect on their practice. They are intended to inspire teachers to try ideas and approaches which research suggests are effective. Principles of good practice are illustrated by clear and relevant case studies from current research. All examples are highly relevant to the classroom. Pointers to further reading are provided.
As the field of adult language, literacy and numeracy is growing, many more people are training to become subject teachers and support workers. Others, who have worked in this field for many years, are now undertaking professional training or development, at all levels.
This guide outlines a social practice model to support teaching and learning in literacy, numeracy and language that takes account of learners and their lives.
The ideas outlined in this guide have been developed into principles based upon recent research. These principles help to develop existing intuitive and unconscious teaching knowledge by turning this into evidence, which will then support further transformation of practice. The principles can equally underpin initial teacher training and professional development.
Special Offer
Buy all 8 books for £79.95.
Developing Adult Teaching Learning: Practitioner Guides - Complete Set
Contents
| Acknowledgements | |
| Introduction | Introduction Who this guide is for How the guide is organized |
| Chapter 1 | Background to a social practice
approach Where we are now – what went before? Adult Learners’ Lives |
| Chapter 2 | Teaching using a social
practice approach Social practice principles in action |
| Chapter 3 | Challenges and implications What does this approach bring? What are the challenges and implications? In conclusion |
| Notes | |
| References | |
| Further Reading | |
| Resources and Websites |