Teachers as adult learners: Re-conceptualizing professional development

This case study examined a professional development experience that was facilitated for career and technical education teachers to help foster the integration of academics and career and technical education. Unlike most professional development experiences that treat teachers as passive learners, this professional development experience was designed to reflect principles of adult learning. The findings of this study suggest that when principles of adult learning inform and shape professional development experiences for teachers, teachers are able to reflect on their practice, construct professional knowledge with their peers, and develop more collaborative relationships with their fellow teachers. The examined professional development experience was deemed as highly effective by the participants and the participants recommended that principles of adult learning be foundational to all future professional development efforts