Description

This issue brings together several authors who have contributed to the recent literature on effective teaching of adults. Rather than promoting a single view of what constitutes good teaching of adults, the chapters challenge teachers to reflect on their beliefs regarding teaching and learning, along with their understandings of adult learners, the teaching-learning environment, and the broader social context within which adult continuing education takes place. This reflective process becomes the first step for teachers in aligning their beliefs and practices. The authors provide suggestions and strategies for creating teaching-learning environments that embody current theory regarding critical thinking, responsive teaching, and social justice.

This is the 93rd volume of the Jossey-Bass quarterly report series New Directions for Adult and Continuing Education.