3.3 Leading adult learners: preparing future leaders and professional

Ncpea publications

Editors

• Janet Tareilo, Stephen F. Austin State University
• Brad Bizzell, Virginia Tech

Associate Editors

• Beverly Irby, Sam Houston State University
• Rosemary Papa, Northern Arizona University
• Thomas Valesky, Florida Gulf Coast University
• Theodore Creighton, Virginia Tech

About the Authors

• Dr. Rosemary Papa is the Del and Jewel Lewis Endowed Chair in Learning Centered Leadership and Professor of Educational Leadership in the College of Education at Northern Arizona University. Her record of publications includes numerous books, book chapters, monographs and referred journal articles. In 2011 she published two books, Technology Leadership for School Improvement (Sage Publications, Editor and chapter author) and Turnaround Principals for Underperforming Schools (Rowman&Littlefield, coauthored).
• Ms. Jessica Papa is a master’s degree student in Liberal Studies from The University of Oklahoma. Her interest in the adult learner undergirds her research in visual literacy from a cultural anthropological perspective.

Introduction

Two key questions begin this chapter: What are the changing dynamics for faculty teaching today that prospective educational leaders need to know? And, what are the primary challenges prospective administrators face in professional development and optimally managing teachers who are utilizing technology in their respective settings? It is critical for those faculty instructing prospective educational leaders to understand the adult learner to maximize teaching and learning. In this chapter adult learning theories (theories about how adults learn) and how we engage adult learners (adults in a learning environment) sets the stage for managing and utilizing technology in subsequent chapters.

Learning is the acquisition of knowledge through experiences with the result of a change in behavior. Learning theories focus on how one learns. Learning theories originated first focused on the study of children-to-adolescents and more recently on adult learning. It is common today to think of learning as being lifelong: from the cradle to the grave. The maze of learning theories provides no single answer to define how one learns but, does permit a substantial perspective to the process of learning. Some learning theories are more appropriate to adult learning and pedagogy (teaching strategies for how adults learn).