Teaching Professional Development for the Elderly Education Teacher: Taking the Teaching Reflections of Elderly Learning Planner as an Example
The aims of this study were to explore the phenomena and influences of experiential learning in the elderly education and the situations of curriculum planning and teaching activities based on learners’ experiences. We adopted action research method to solve the practical needs of teaching, and we used participatory observation and semi-structured interviews to collect data. Research results showed that the phenomena and influences of experiential learning in the elderly education include: (1) the opportunity of “learning by doing” is the first step to the professional development of teachers; (2) the understanding and modifications after teaching reflections are able to enhance the value of experiences; (3) learning environments need to be created by teachers, and conflicts are the opportunities to learn and grow. The situations of curriculum planning and teaching activities based on learner experiences include: (1) the opportunity to enhance learning and growth is guided by problematic teaching materials; (2) an activity-based and life-oriented course content is desired, and main points should not be too many; (3) the teachers are participants in activities to lead the learners to share; (4) accept the difference between learners in actions after returning home; (5) core curriculum is“needed” for most people. The results of this study could be beneficial for elderly education practitioners and to future researches on the cultivation of elderly teachers.
|關鍵詞||高齡教育、教師專業成長、教學反思、經驗學習、樂齡學習規劃師、elderly education、teaching professional development、teaching reflection、experiential learning、elderly learning planner|