Design educator learning experiences using adult learning theory: connect to prior experience, ensure real-world application, and enable perspective transformation¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report argues that designing effective learning opportunities for educators requires understanding adult learning theory, since adults bring substantial prior knowledge and may hold fixed preconceptions affecting receptivity. It states that theoretical frameworks in adult learning emphasize that learning "should be related to adult learners' prior experiences and professional purposes, ensure real-world applications, and allow learners to understand and experience the perspectives of others," so they can transform preconceptions into more responsive practices.

Design Implications¶

Context¶

Requirements¶

• An understanding of adult learning theory is essential for designing effective and useful learning opportunities for educators

Constraints¶

• The report presents this as a framework emphasis, not a tested intervention

Target Learners¶

• in-service and preservice educators as adult learners

Target Learning Goals¶

• transforming preconceptions into responsive teaching practices

Related Strategies¶

• Design educator preparation around pedagogical alignment, tightly linked clinical experiences, and a developmental approach to educator learning
• Sustain educator learning through schoolwide, network, and districtwide approaches that embed professional learning across the system

Examples¶

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Key Sources¶

• Darling-Hammond, L., Flook, L., Schachner, A., & Wojcikiewicz, S. (with Cantor, P., & Osher, D.). (2021). Educator learning to enact the science of learning and development. Learning Policy Institute. https://doi.org/10.54300/859.776