This paper presents the findings of a research conducted in Greece during the period 2005-07 within the framework of the Philosophies of Adult Education Inventory (PAEI) (Zinn, 2004³). Both the PAEI and a researcher-created demographic sheet were sent to the overall population of state primary teacher counselors so as to explore the adult education philosophies that guide their educational theory and practice while implementing in-service teacher training programmes. The respond rate was very high 72,46% (N=179). Frequencies, means, correlational and multivariate analyses were used to describe and analyze the research results. It was shown that the most predominant philosophical preference of the counselors was: progressivism, followed by behaviourism, radicalism, liberalism, and finally, humanism. The ranges proved that the scoring patterns for the majority of the counselors could be described as eclectic. It was also examined whether there were differences in the counselors’ preference toward each of the five philosophical orientations according to their age, gender, studies and academic degrees, education or training in teacher education and/or adult education, and teaching experience in different groups and educational settings. Statistically significant differences were found.
|Keywords:||Teacher Education, Teacher Training, Continuing Education, Lifelong Education, Theory-practice Relationship, School Counselors, Teacher Counseling, Adult Education, Adult Educators, Learning Theories, Educational Practice, Educational Philosophies, Belief Systems, Philosophy of Adult Education Inventory|
Elementary School Teacher, PhD Student, Department of Philosophy, Pedagogy and Psychology, National & Kapodistrian University of Athens, Athens, Greece
There are currently no reviews of this product.Write a Review