Abstract
This paper describes and attempts to explain an apparent contradiction noted in a study of classroom dynamics in adult literacy education: while in interviews adult literacy teachers expressed the intention of being learner centered, when classes were observed it was found that instruction was highly teacher-directed.
How to Cite:
Beder, H., (2001) “Teaching in Adult Literacy Education: Learner-Centered Intentions, Teacher-Directed Instruction”, Adult Education Research Conference 1(2001).
Downloads:
Download PDF
0 Views
0 Downloads