THE DEVELOPMENT OF A TEACHER EDUCATION CURRICULUM IN ADULT EDUCATION AT INTER AMERICAN UNIVERSITY
major applied research project presented to Programs
Higher Education in partial fulfillment
the requirements for the degree
of Doctor of Education
Alberto Rodríguez Rodríguez
number of students in adult education programs offered in the public education
system in Puerto Rico has increased in the past few years and is continuing to
increase. Adult students in these programs are taught by teachers with very
little or no preparation at all in adult education. The teachers' lack of
knowledge about adult development and learning makes them use methods and
techniques which many times do not function with adult students.
to conducting this Major Applied Research Project, there was no adult teacher
education curriculum at IAU, Ponce Campus to
prepare adult education teachers. The purpose of this study was to develop an
undergraduate adult teacher education curriculum at the Ponce Campus of the
Inter American University.
Inter American University of Puerto Rico, the only university with an adult
education program on the island, recognizes the need there is for a curriculum
to prepare teachers of adult students. The problem was that there was no such
curriculum at IAU, Ponce Campus.
research questions for this study were (a) What should be the conceptual
framework for the adult teacher education curriculum? (b) What are the
appropriate processes for developing a curriculum in adult teacher education?
(c) What external and internal factors should be considered in developing this
curriculum? (d) What elements should a curriculum for the preparation of adult
education teachers include? (e) What courses should be included? (f) What
processes should be considered for the implementation of the adult teacher
education curriculum? (g) What type of adult teacher education curriculum should
be developed? (h) What changes should be made within the education department to
incorporate this curriculum? (i) What internal and external stakeholders should
be considered in the design, development, and implementation of this curriculum?
(j) What should be the implementation plan? (k) How should this curriculum be
development problem-solving methodology was used in this study because the
solution to the problem was a product. Specific procedures employed to develop
the adult teacher education curriculum included (a) a review of the literature;
(b) communications with Stateside university and colleges which have adult
teacher education curricula; (c) interviews with the Chancellor, the Dean of
Academic Affairs, the Director of the Education Department at IAU Ponce Campus,
and with the Regional Supervisor of the Adult Education Program of the Ponce
region; (d) a questionnaire administered to the basic adult education teachers;
(e) data analysis of the questionnaire; (f) development of the adult teacher
education curriculum, and (g) validation of the adult teacher education
results of the needs assessment survey indicated that (a) adult basic education
teachers consider that there is a need for an adult teacher education
curriculum, (b) adult basic education teachers are not prepared in adult
education, (c) most adult education teachers are interested in pursuing a minor
concentration in adult education, (d) the majority of the respondents are
willing to take university courses in adult education, (e) there is a need for
an adult teacher education curriculum in the Ponce region to prepare adult basic
education teachers, and (f) the adult teacher education curriculum should be
based on Knowles' andragogy model.
from the study include (a) to implement the adult basic teacher education
curriculum at the Ponce Campus, (b) to create a minor concentration in adult
basic education (c) to encourage research in adult education, (d) to develop a
partnership with the public Department of Education for the preparation of adult
basic education teachers, (e) to encourage faculty and staff activities in adult
education, (f) to take a more proactive stance in relation to the field of adult
education, (g) to encourage the development and implementation of innovations in
adult education, (h) to integrate the andragogy model in the preparation of
prospective teachers, and (i) to suggest the certification of adult basic
education teachers to the public Department of Education.
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