Interrupting the Reflective Practitioner: Discovering the Espoused Philosophies and Theories and Theories-In-Use of 13 Adult Educators

Bibliographic Details
Main Author:	Lehman, Michele Alene
Language:	English
Published:	The Ohio State University / OhioLINK 2003
Subjects:	Educational Theory and Practice
Online Access:	http://rave.ohiolink.edu/etdc/view?acc_num=osu1049304371

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spelling	ndltd-OhioLink-oai-etd.ohiolink.edu-osu10493043712021-08-03T05:47:51Z Interrupting the Reflective Practitioner: Discovering the Espoused Philosophies and Theories and Theories-In-Use of 13 Adult Educators Lehman, Michele Alene Educational Theory and Practice This study sought to discover the espoused philosophies and theories and theories-in-use of 13 adult educators who received graduate education in adult learning theory and who have been practicing professionally in the field for at least two years. Data was obtained by using a mixed methodology of one traditional instrument; Zinn's (1983) Philosophy of Adult Education Inventory (PAEI) to define the personal educational philosophy of the participants including liberal, progressive, behaviorist, humanist, and radical; and a qualitative collective case study that incorporated direct observation, interviewing, and document collection from an adaptation of Hunt's (1987) workshop on identifying theory-in-use. Four of the 13 participants were observed teaching in their natural environments, all 13 took the PAEI and were interviewed about the instrument, their graduate education, and professional experience in the field. Document collection was obtained from 10 of the participants' written exercises from the workshop. Four areas in theory to practice issues were explored: 1. personal espoused philosophy and theory, 2. theory-in-use, 3. congruency between espoused philosophy and theory and theory-in-use, and 4. patterns and relationships between espoused philosophies and theories learned in graduate school and practice. Interpretive findings of the study were co-created between the 13 participants and the researcher. The findings reveal that the dominant espoused philosophy and theory and theory-in-use of the participants is progressive. Along with one of the tenets of this philosophy, these educators feel strongly that they need to adapt their teaching styles in the classroom due to the fact that individuals process information differently and have different learning needs. In addition to learners' needs, external mandates impact practice. There is a favorable response by most of the participants when they talk about similarities between the philosophies and theories they learn in graduate school and practice. However, an incongruency does seem to occur in the practical application of theories and philosophies studied in their graduate program. The participants and the researcher recommend that this graduate program design and implement a reflective practicum, allowing the students to explore how philosophies and theories work in real life practice and allowing practitioners to share philosophies and theories gained from experience. 2003-04-03 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1049304371 http://rave.ohiolink.edu/etdc/view?acc_num=osu1049304371 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection	NDLTD
language	English
sources	NDLTD
topic	Educational Theory and Practice
spellingShingle	Educational Theory and Practice Lehman, Michele Alene Interrupting the Reflective Practitioner: Discovering the Espoused Philosophies and Theories and Theories-In-Use of 13 Adult Educators
author	Lehman, Michele Alene
author_facet	Lehman, Michele Alene
author_sort	Lehman, Michele Alene
title	Interrupting the Reflective Practitioner: Discovering the Espoused Philosophies and Theories and Theories-In-Use of 13 Adult Educators
title_short	Interrupting the Reflective Practitioner: Discovering the Espoused Philosophies and Theories and Theories-In-Use of 13 Adult Educators
title_full	Interrupting the Reflective Practitioner: Discovering the Espoused Philosophies and Theories and Theories-In-Use of 13 Adult Educators
title_fullStr	Interrupting the Reflective Practitioner: Discovering the Espoused Philosophies and Theories and Theories-In-Use of 13 Adult Educators
title_full_unstemmed	Interrupting the Reflective Practitioner: Discovering the Espoused Philosophies and Theories and Theories-In-Use of 13 Adult Educators
title_sort	interrupting the reflective practitioner: discovering the espoused philosophies and theories and theories-in-use of 13 adult educators
publisher	The Ohio State University / OhioLINK
publishDate	2003
url	http://rave.ohiolink.edu/etdc/view?acc_num=osu1049304371
work_keys_str_mv	AT lehmanmichelealene interruptingthereflectivepractitionerdiscoveringtheespousedphilosophiesandtheoriesandtheoriesinuseof13adulteducators
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Interrupting the Reflective Practitioner: Discovering the Espoused Philosophies and Theories and Theories-In-Use of 13 Adult Educators

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