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The Teacher as an Adult Learner: A Cognitive-Developmental View


by Norman A. Sprinthall & Lois Thies-Sprinthall - 1983

In this chapter, we will outline a series of recent theoretical advances that may form a promising theoretical framework for addressing the problem of teacher development from the perspective of the teacher as an adult learner. We will briefly review and critique previous conceptual frameworks. This will be followed by a brief review of recent theory and research that supports the growing importance of a cognitive-developmental viewpoint. Current theory and implications for teacher development programs will form the conclusion of the chapter.

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This article originally appeared in NSSE Yearbook Vol. 82, No. 2


Cite This Article as: Teachers College Record Volume 84 Number 6, 1983, p. 13-35
https://www.tcrecord.org ID Number: 19028, Date Accessed: 1/21/2022 8:44:17 PM

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About the Author
  • Norman Sprinthall
    North Carolina State University
    E-mail Author
    NORMAN A. SPRINTHALL is a Professor and Head of the Department of Counselor Educators at North Carolina State University.
  • Lois Thies-Sprinthall
    Saint Cloud State University
    E-mail Author
    LOIS THIES-SPRINTHALL is an associate professor in the School of Education at Saint Cloud State University.
 
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