The Importance of Teaching Education

Topics: Education, Learning, Adult education Pages: 5 (1601 words) Published: March 12, 2011
Running head: The Importance of Teaching Education

The Importance of Teaching Education
Foundations of Theory and Practice in Master’s Studies

The Importance of Teaching Education should be a part of everyone's life. A good education offers something for everyone, whether it is on the simple level or a more complex one. Education should provide an opportunity for students to develop a strong sense of creativity, a high self esteem, and a lifelong respect for learning      Teachers are the most critical group among the society of America today. They are not only the most influential people to the knowledge of students but also the individuals who make it possible to expand the boundary of life and how we can understand it to the fullest extent. Teachers form religious leaders, world super powers, and everyone else in between. Due to the success of teachings we have increased the knowledge base of our doctors to create safer and more efficient ways to operate while under pressure by exposing new strategies and equipment to better prepare them for whatever they come across. Everything starts with teachers and the mentality they possess to drive students to new levels. Teachers make the lifeboat because they are the first to interrupt the field of unknown and transform thoughts into reality by learning and passing it on to the body of America. To teach all students according to today’s standards, teachers need to understand subject matter deeply and flexibly so they can help students create useful cognitive maps, relate one idea to another, and address misconceptions. Teachers need to see how ideas connect across fields and to everyday life. This kind of understanding provides a foundation for pedagogical content knowledge that enables teachers to make ideas accessible to others (Shulman, 1987). One way to approach the question of whether teaching an adult is different is by examining the types of learning in which adults engage. Drawing upon the work of Habermas and Mezirow, Cranton (1994) classified adult learning into three categories: Subject-oriented adult learning-In adult learning contexts that are subject oriented, the primary goal is to acquire content. The educator "speaks of covering the material, and the learners see themselves as gaining knowledge or skills" (ibid., p. 10). Consumer-oriented adult learning-The goal of consumer-oriented learning is to fulfill the expressed needs of learners. Learners set their learning goals, identify objectives, select relevant resources, and so forth. The educator acts as a facilitator or resource person, "and does not engage in challenging or questioning what learners say about their needs" (ibid., p. 12). Emancipator adult learning-The goal of emancipator learning is to free learners from the forces that limit their options and control over their lives, forces that they have taken for granted or seen as beyond their control. Emancipator learning results in transformations of learner perspectives through critical reflection (Mezirow 1991). The educator plays an active role in fostering critical reflection by challenging learners to consider why they hold certain assumptions, values, and beliefs (Cranton 1994). Of the three types of adult learning, only emancipator has been described as unique to adulthood, but even that claim has been challenged (Merriam and Caffarella 1991). Subject-oriented learning is the most common form of learning engaged in by youth. Collaborative and cooperative learning and other types of experiential learning that are more consumer oriented are also found in youth classrooms. However, according to Mezirow (1981), emancipator learning, with its emphasis upon learner transformation, can take place only in adulthood because, "it is only in late adolescence and in adulthood that a person can recognize being caught in his/her own history and reliving it" (p. 11). In adulthood, "rather than merely adapting to changing circumstances...

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Shulman,  L.  (1987). Knowledge and teaching: Foundations of the new reform.  Harvard Educational Review,   57 (1), 1-22.
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