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Purpose, Reflective, Practice and Career Goals The objective of this paper is to disclose how my career aspirations will align with the Adult Education program. The Adult Education program is important, because it provides a source for me to exercise my professional purpose. “Helping adult learners become successful one student at a time” is my professional purpose. I strive to make a difference in other lives, which drives me to contribute more than I have personally. Helping others motivate me to reach beyond my immediate means to other resources that can help adult learners to become successful. There will be various professional attributes discussed in this paper that have contributed to my success and growth as an educator. A discussion …show more content…
about the Career Center’s resources and how it will be utilized in aiding my professional developmental growth will also be included in this paper. Professional Purpose and Career Goals One of the most important career goals I have elected to achieve is understanding the teaching methodologies that are applicable for adult learners to achieve success in their program.
Preparing myself with the knowledge of best practices for teaching adult learners will be contributing to the learners’ learning styles. There are many workshops and trainings available that will help me to accomplish this career goal, such as the Effective Teaching Training Workshop. The Effective Teaching Training Workshop addresses the diversity of learning styles that are suitable for the adult learner, how to motivate the adult learner, and being able to recognize when the adult learner is approaching a pitfall. Radovan & Makovec (2015) suggested there is no doubt that one of the most important influences on learning is motivation, so a significant amount of research has investigated how to create learning experiences that are as motivational as possible in order that participants’ needs be met and satisfaction with learning be …show more content…
high. I aspire to recognize learners’ diversity and their communication style as it is relevant to their ability to retrain information and remain motivated throughout their program. Adult learners must establish a connection between their life experiences and their chosen educational program. This connection will enhance their ability to achieve their educational goals successfully. It is vital that the adult learner launch this connection with the help of an educator, such as myself. The adult learner seeks mentors or role models that lead by example and are life-long learners. Mentors or role models become a support for the adult learner as they pursue their educational program. As a mentor for the adult learner, I seek to communicate in a professional and scholarly manner. I will demonstrate professional ethical standards by adhering to the rules and practices of the college. The career goals described above will reaffirm and confirm my professional purpose. My professional purpose is to help adult learners to be successful, one student at a time. My chosen degree program (Adult Education) has been affirmed by my career goals framework; consequently, my career aspirations are aligned with my program. Professional Attributes My professional attributes are associated with my personal attributes. The strengths of my personal attributes have become the strengths of my professional attributes as I have matured in my adulthood. I am committed to being an example of a life-long learner. Su (2015) stated for a committed lifelong learner, the object of learning is not merely ‘there’ to be understood and applied; the learner sees long term and meaningful connections between the object and his or her existence (being). Professional Strengths I am passionate about serving others with wisdom and knowledge I will gain from the Adult Education program. I view people as needing my support, which is why the Adult Education program is my chosen degree program. Adult learners need more support than any other type of learner. They are faced with issues that can affect their ability to remain in a degree program, such as loss of job, being a caretaker, or not knowing how to succeed in their pursuit of education. I am very patient with people and I work hard to accomplish difficult tasks. The adult learner needs an educator that is patient and will work hard in helping them overcome their problematic tasks that would otherwise prohibit their success. I am a great listener by nature; however, I have read books to evaluate how I listen, such as Why Don’t We Listen Better? Communicating and Connecting in Relationships by Dr. James Petersen. Opportunities for Growth. I must learn to be more active and assertive, because I prefer to be in the background. Most leaders are assertive and actively participate in larger group settings. As opportunities present the need to be assertive and aggressive, I need to act upon them.
By becoming more assertive and active, I will be able to help the adult learner avoid shying away from their educational commitments. Su (2015) suggested commitment refers to the learner’s dedication to learning and development based on his or her feeling of meaningfulness when facing the changing future. Career Center The Career Planning Self-Assessment helped me to identify the areas that I need to seek assist with, such as connecting with others that share similar career goals. Connecting with others will be a dynamic I need to improve upon, because I am typically a loner. To be successful in my degree program I will need to establish and identifying networking contacts. I can access the Career Enrichment section for help in setting SMART goals that align with my degree program outcomes. It can assist me with determining my career options, such as changing careers. It provides questions that I can answer that will determine the appropriate time to make a career change. The job search tools, such as composing resumes, curriculum vitae, and cover letters will be implemented when I seek other opportunities after earning my Adult Education degree. I will help me to connect the dots and apply for jobs that are not known to
others. I will utilize the skills inventory assessments found in Exploration & Planning to adjust the skills I possess and to establish new skills need for a career change. There will always be a need to reiterate my career goals to keep them up-to-date and this will be accomplished by using the tools in Exploration & Planning. Conclusion This paper disclosed how my career aspirations align with the Adult Education program. The disclosure of my professional purpose was reaffirmed in the paper, “Helping adult learners become successful one student at a time”. It has established that a degree in Adult Education is suitable for me as a life-long learner. The success of others drives me to continue being a life-long learner. The strengths and opportunities for growth in my professional career were outlined in this paper showing how the Career Center’s resources supported my professional development growth. The resources disclosed in this paper are important to my professional purpose that enabled me to reflect upon the practice and career goals to reaffirm the importance of helping adult learners become successful.
Upon doing more research on the career clusters I found a very interesting program that the State of Illinois has underway. The program is entitled the Career Clusters and Pathways guide. What the program is intended to do is to improve on the paths that individuals take to get to higher education and careers. The initiative is a statewide approach to improving college and career-oriented programs that leads students to higher education and employment (2013, p. 3).
2. To provide comprehensive career planning services that support all members of the Northeastern University community in identifying, planning, and implementing sound career decisions
“Occupation Profile.” Careeronstop Pathways to Career Success. U.S. Department of Labor, Employment and Training administration, n.d. Web. 5 Feb. 2014.
...s philosophically and clinically congruent for career counselors as a modality to promote career enrichment and vocational well being. Although the present consideration to make bridge between the two counseling modes is an inductive attempt, it has presented some interesting thoughts in search for more effective and efficient career counseling approaches (2006, p. 2003). As well the specific techniques of solution focused counseling, such as the use of; compliments, goal driven futures, scaling perspectives, and statements normalization and reconstruction only further the career counseling process by giving the client real and tangible forum to help and improve their lives.
Adult education is intentional, purposeful, and organized. It involves a planned class/training session or series of systematic classes/training sessions intended to spawn learning. The immediate goal is to change or increase the student’s knowledge or ability. In adult education, the teacher/trainer is to provide new information to the student in an organized format in such a way that learning of the new skills and/or knowledge can occur.
Being a teacher of adult education is a very demanding job. It requires an absolute commitment towards embedding real-life tasks into the curriculum to make learning more meaningful and purposeful for adults (Early & DeCosta, 2007, p.1). At the heart of it, teaching adults really is about being flexible enough to address the needs of an individual student; being creative enough to challenge adult students’ ways of thinking; and finally being sensitive enough to understand that some students’ paths towards higher education can be more challenging than ours (Early & DeCosta, 2007, p.2). In other words, a good teacher of adult education is a teacher who is able to inspire and motivate students to think differently, read and write meaningfully, and communicate purposefully.
.... (1987). ‘Malcolm Knowles’ in P. Jarvis (Ed.) Twentieth Century Thinkers in Adult Education. London: Croom Helm. Kearsley, G. (2011). The theory into practice database. Retrieved from http://tip.psychology.org Knowles, M. S., et al. (1984). Andragogy in action: Applying modern principles of adult education. San Francisco, CA: Jossey-Bass. Knowles, M. S. (1989). The making of an adult educator: An autobiographical journey. San Francisco, CA: Jossey-Bass. Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education, 89, 3-13. National Louis University. (2005). Retrieved from http://www.nl.edu/academics/cas/ace/resources/malcolmknowles.cfm Smith, M. K. (2002). Malcolm Knowles, informal adult education, self-direction and andragogy. Retrieved from www.infed.org/thinkers/et-knowl.htm
L. The Role of Aging in Adult Learning: Implications for Instructors in Higher Education (2004,December)
The facilitation of this model allows adult learners to be active and self-directed in their learning.
...Today’s learners are building a foundation for the future. Andragogy is a way of considering adult learning experience. There are a multitude of stages of andragogy, which are applicable to adult learning. For each step, there are many independent factors brought to the environment for adult learning to occur. Therefore, andragogy is an important and potentially useful avenue for both instructors and learners. The purpose of this paper is to involve initial work toward comparing traditional and adult learning theories and models.
Having known that adults are supposed to be self-directed, internally motivated and goal-oriented in the learning process, it is believed that Expectancy-Value Theory proposed by Wigfiled and his colleagues might be fruitful in explaining adults’ learning motivation in this case study.
“Andragogy is based on a number of assumptions about the adult learner. The European…meaning “the art of science of helping adults learn,”…” (Merriam, Caffarella & Baumgartner, 2007, p. 84) Adult learners need to have the ability to be self-directed, to be accepted as a peer, to have their experiences acknowledged, to have assistance and respect from the instructors, staff, and colleagues. Adult students do not learn the same as younger students because experience and past knowledge has formed a great wealth of wisdom in the adult’s informational range. Adult learning is in direct relation to the knowledge gained by the adult students.
Savickas, M. L. "New Directions in Career Assessment." In Career Development, edited by D. H. Montross and C. J. Shinkman. Springfield, IL: Charles C. Thomas, 1992.
Career counseling is designed for individuals who needs confidential guidance in different areas of study such as experiencing indecision towards their future career path, to discover opportunities , crises such as dismissal or even unhappiness in their work. Career counseling involves coming in contact with a trained career ...
My stage of development would be proficient in all four domains and components of professional practice, however, few domains and components are my higher strength and the other areas are needed improvement. The four years of my teaching experience, I had the opportunity to be evaluated by my principle, and she used these four domains of professional practice. Through her expertise and suggestions, she provided guidance to develop and improve my skills in the stage of proficiency or to the expert stage. The classroom environment and professional responsibilities domains are my strength that I worked on past few years. Nevertheless, I am continually building more skills and foundation on components of planning and preparing for the content and instruction part. I work with different students need and learning styles every year, therefore I am continually learning the new strategies and information to help all my learners to success. Furthermore, I have been developing and working on improving in content, pedagogy, knowing student’s learning and self-knowledge areas. However, my weakness in knowledge areas is performing higher co...