Abstract
This longitudinal study explores the influence on teaching beliefs from participating in a masters program in adult education. A group of practicing adult educators was interviewed over a two-year period while participating in graduate study. Findings reveal that graduate school had little impact on their prior teaching beliefs. Implications for graduate schools are discussed.
How to Cite:
Taylor, E. W., (2002) “Teaching Beliefs of Graduate Students in Adult Education: A Longitudinal Perspective”, Adult Education Research Conference 1(2002).
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