Dialogues in Andragogy
EDUC 404 / ADULT ED 415
These pages are intended to provide easy access to the seminar participants and to interested outsiders. We are pursuing our individual objectives of learning more about the subject matter and our group objectives of:
Building a reference list of written material,
Recording our discussions in the hope of contributing to the field,
Recording oral history about the field from one of the individuals who was involved in the initial phases of andragogy in th USA,
Creating a time line for this "thing" called Andragogy
We have created easy to follow links to the following topics:
The seminar ran through early May 2000 and we will be adding to, and changing, this site frequently throughout the seminar. In fact now that the seminar has been completed we are discovering other material that deserves posting, so we will continue to build the site. As stated above, our purpose in creating the site is to provide easy access for ourselves and for other interested individuals. We intend our material to be available to those who have an interest. We request academic honesty and courtesy, if you find something you want to use please provide proper citation.
Page Maintained by Education
"Teaching and Leading as an Art and a Science"
The School of Education agrees that the general outcome of the teacher education program must be teaching professionals that believe and implement teaching as a blend of “Art” and “Science” as represented by the Beauty and Mechanism of the Spellmann Clock Tower… Teaching as an art because teaching is a craft that must be learned and applied in an authentic environment. Teaching as a science because it must be influenced by research and best practice for optimal student learning to be achieved... The conceptual framework for Lindenwood University Teacher Preparation Program is driven by the Mission Statement of the University and the eleven Standards for Beginning Teachers in Missouri.
Eleven Standards of Teacher Education
1.2.1 Understands the teaching field; 1.2.2 Understands student development; 1.2.3 Understands diverse approaches to learning; 1.2.4 Understands curriculum performance standards; 1.2.5 Understands a variety of instructional practices; 1.2.6 Uses individual and group motivation; 1.2.7 Models effective communication; 1.2.8 Uses formal and informal assessment; 1.2.9 Is a reflective practitioner; 1.2.10 Fosters positive relationships; 1.2.11 Understand and applies technology.