Transcript Supervision: Chapter 4 Adult and Teacher Development

Intergenerational Differences:
Adult and Teacher Development
Adults as Learners
Dr. Susan A. Turner, PhD
Utah State University
School of Teacher Education and Leadership
c. 2009 all rights reserved
Adult Development: Generational
Quiz
Where were you on the day that
the Beatles performed on Ed Sullivan’s
stage live?
I wore platform shoes in public and danced
disco.
I like to dance Salsa!
Erik Erikson: I. Hierarchical Stages
(Erikson, 1963, 1972, in McDevitt, Ormrod (2007)
Stage
Age
Description
Trust vs. Mistrust
Birth to 1 year
To trust or not to trust?
Autonomy vs. Shame and
Doubt
1 to 3 years
Develop autonomy or
doubt own capability.
Initiative vs. Guilt
3 – 5 years
Undertake activities or feel
guilty.
Industry vs. Inferiority
6 – 10 years
Master skills or feelings of
inferiority.
Identity vs. Role Confusion
10 – 20 years
Who am I?
Intimacy vs. Isolation
Young Adulthood
Long term relationships?
Generativity vs. Stagnation
Middle age
Continued growth and
development?
Integrity vs. Despair
Retirement years
Satisfaction or withdrawal?
Beyond…..
Leaving a legacy…
Daniel Levinson: II.Life-Cycle Phases
Levinson, D. J. (1978) Seasons of a Man's Life. New York: Alfred A. Knopf
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Life Cycle Development:
Daniel Levinson: (1978):
40 men in mid-30s and 40s.
Individuals alternate through
stability and transition.
• Critical components typically revolve around
work and family.
• 20 - 35: Exciting search for status, comfort
and happiness in work, family, and friends.
Transitional Events:
• Transitional Events:
(Willis and Baltes, 1980; Aslanian and Brickell, 1981, Neugarten & Neugarten, 1987)
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Life Events, Critical Events,
Marker Events
Normative age-graded events.
Non-normative events -- personal events:
divorce, loss, illness, etc.
• Personal/Professional Events:
• Normative History-graded events: Vietnam
War, 9/11, etc.
Gail Sheehy: II. Life Cycle Phases
Sheehy, G. (1995) New passages: Mapping your life across time. New York: Ballentine Books.
• Historical Cohort:
• WWII Generation: Born:
1914 – 1929
• Silent Generation: Born:
1930 – 1945
Gail Sheehy: II. Life Cycle Phases
Sheehy, G. (1995) New passages: Mapping your life across time. New York: Ballentine Books.
• Vietnam Generation: Born:
1946 – 1955:
• Me Generation: 1956 – 1965:
Gail Sheehy: II. Life Cycle Phases
Sheehy, G. (1995) New passages: Mapping your life across time. New York: Ballentine Books.
• Endangered Generation: Born: 1966 – 1980
• (Generation X) Born:
1980 -
Generation Y:
(http://www.brandmercenaries.com/generationystats/generation-grid/)
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Generation Y: 1982 – 2002 -- 80 Million +
Millenials, Echo Boomers, iGeneration
Team focused, informal, no trust for ‘the man’
Independent –
50% children of divorce.
Technological Revolution
Racially and Ethnically
Diverse
Generation Z
(Wikipedia, Generation z)
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Born 2001+ (still varies)
New ‘silent’ generation
Generation C (for ‘click’)
‘Renaissance’ man or woman
Living in ‘Virtual World’
Theory still ‘evolving’ on this
new ‘generation’
Adult Development: Tryout Twenties:
Sheehy:
• Prolonged Adolescence
• Provisional Adulthood
• Extended Schooling Trend
• Shift in this life period during
past two decades.
Life Tasks:
Erikson: Intimacy vs. Isolation
Capps: The ‘Purposeful Self’
Adult Development: Turbulent 30s
• Sheehy:
• Unmarried American men between 25 and 34,
more than 1/3 are still living at home. (Sheehy, 1995, p. 49
quotes: Mann, 1992,).
• Passage into first
adulthood.
Capp: The ‘Competent
Self’
Erikson: Intimacy vs.
Isolation
Adult Development:
Flourishing 40s
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Sheehy:
Fully mature adult, Career Development
Biological Clock
Middlescence
Erikson:
Generativity vs.
Stagnation
• Capp: The ‘Faithful’
Self
Adult Development: Flaming 50s
• Sheehy:
• Surge of optimism.
• Passage into 2nd Adulthood
• Sexual ‘Diamond’
• Mortality Crisis.
• Decade of Mastery: “Live by my own light…”
Capps: The ‘loving’ self; intimacy vs. isolation r
Erikson: Generativity vs. Stagnation
Adult Development: Serene 60s
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Sheehy:
Age of ‘integrity’
Mature love
Active risk-taking
Growing the Brain
Grandparenting / Legacy
Capp: The ‘Caring’ Self
Erikson: Generativity vs. Stagnation
Sage 70s, Unhibited 80s, Noble
90s, Celebratory Centenarians
• Sheehy:
• Coalescence:
• Coming together
of many factors.
• Spirituality.
• Meaning
• Capp: Wise, Graceful, Enduring Selves
• Erikson: (Joan): Legacy, wisdom, spirit.
Life Journey: Adult Development
Framework
Hierarchical
Stages
Moral/Spiritual
Variables
Life-cycle
Sociocultural
Transitional
Variables
Events
Phases
Role
Development
Life Journey: Adult Development
Framework (Glickman, et. al., 2009)
• I. Hierarchical Stages: Erik Erikson, Jean
Piaget, Carl Maslow.
• Human beings develop from
in hierarchical stages, moving
from lower stages of
development into ‘higher’
Stages of development.
‘Self-Actualization’
Life Journey: Adult Development
Framework (Glickman, et. al., 2009)
• II. Life-Cycle Phases:
• David Levinson,
• Gail Sheehy,
• Donald Capps.
• Life moves in a cycle,
season to season.
Life tasks change from
season to season – similar patterns in each life.
Life Journey: Adult Development
Framework (Glickman, et. al., 2009)
• III. Transitional Events:
• Anticipated events, and
• Unanticipated events and
• Nonevents that alter
adult lives. (Sargent and Schlossberg, 1988)
• Transition: ending,
• Neutral zone, new beginning,
• Letting go of something. (Bridges, 1991)
Life Journey: Adult Development
Framework (Glickman, et. al., 2009)
• IV. Role Development:
• Adult lives
Characterized by
various roles: family,
work, self.
‘Love and Work –
Work-related learning
in adulthood.
(Juhasz, 1989)
(Merriam and Clark, 1991, 1993)
Role Development (cont.)
• Adult Social Roles: adult lives are
characterized by interacting roles
related to work, career, family life,
Personal development. Intertwining,
synchronous, sometimes conflicting.
• More learning occurs when both areas of life
are functioning smoothly.
• Growth/ perspective transformation: during
challenging times.
Life Journey: Adult Development
Framework (Glickman, et. al., 2009)
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V. Sociocultural Variables:
Race, ethnicity,
culture, values,
social context,
gender issues.
Differences in
individuals w/ in
groups.
(Chaves and Guido-DiBrito (1999)
Sociocultural Context (cont.)
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Sociocultural Context of
Adult Development:
Role of Gender:
'Women's Ways of
Knowing' (Belenky, Clichy, Goldberger, and Tarule, 1986)
• Centrality of relationships, interplay of social
roles, role discontinuities, shifting roles of
women.
Moral/Spiritual Variables
• (Fowler, 1981, Koenig, 1994) Six Stages of
Faith Development:
• Birth – age 2:
Undifferentiated
faith.
Stage One: age
2 – 7: Intuitiveprojective faith.
Moral/Spiritual Variables
• Stage Two: Ages 7 – 12 Mythical-literal faith,
bad things to bad people, good things to good
people (ties to Erikson and Kohlberg).
• Stage Three:
Adolescence on...
Acceptance of faith
without acceptance of
group norms.
Moral/Spiritual Variables
• Stage Four: Early 20s on:
Individuative-reflective faith,
less reliance on external
authority, more on self.
• Stage Five: Mid-life on:
Conjunctive faith, responsibility
for the world.
Moral/Spiritual Variables:
• Stage Six: Late Life: Universalizing Faith
• Total commitment of self to justice and a
transformed world.
Moral/Spiritual Variables
• Kohlberg’s 3 Levels
and 6 Stages of Moral
Reasoning: (Kohlberg, 1984)
Level I: Preconventional:
Stage One:
Punishment-avoidance
and obedience.
Stage Two:
Exchange of Favors:
Moral/Spiritual Variables
• Level II: Conventional Morality
Stage 3: Good boy/
good/girl.
Stage 4: Law and order
• Level III: Postconventional Morality
• Stage 5: Social Contract
• Stage 6: Universal Ethical Principles
Adult and Teacher Development
• Thinking about the practice of supervision
w/in a developmental framework.
• Knowledge of how
• teachers can grow as
• competent adults.
Finding ways to return
to wisdom, power, and
control as individuals
and faculty.
Adult and Teacher Development
• Intelligence becomes more rich and complex with
age.
• Adults as learners
• Gardner's Theory of Multiple
Intelligences. (Gardner, 1983)
• Fluid and Crystallized Intelligence (Merriam, Caffarella,
Baumgartner, 2006)
• Triarchic Theory of Intelligence: componential,
experiential, contextual. (Sternberg, 1985, 1990)
Adult and Teacher Development
• Transformational Learning:
(Mezirow, 2000)
Transformative learning refers to
the process by which we
Transform our taken-for-granted
frames of references
(perspectives, habits of mind, mind-sets) to
make them more inclusive, open, discriminating,
emotionally capable of change and reflective."
Adult and Teacher Development
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Strategies for Enhancing
Transformational Learning:
Use of writing journals
Visiting classrooms of colleagues
‘Case studies', experimenting w/ practice
Eliciting feedback from learners, consulting
and engaging in dialogue with colleagues
Adult and Teacher Development
Critical and Postmodern Theories of Adult
Learning: (Kilgore, 2001)
• Postmodern theorists
resist embracing any
universal truth, knowledge
is multifaceted, truth shifts
w/ experience and context.
• Collaboration: negotiating and rearranging power
relationships.
Adult and Teacher Development
• Teachers as Adult Learners:
• The need to individualize teacher learning
stands in sharp contrast to actual treatment of
teachers. Same workshops, same observations,
same assessments.
• How can we address need
For teacher empowerment
and self-direction?
Adult and Teacher Development
• Moral Development: (Kohlberg & Armon, 1984)
• Preconventional: Makes decisions
from self-centered orientation.
• Conventional: "Do the right thing".
• Postconventional: Recognizes 'social contract‘
and need to uphold individual rights. 'Moral
principles'.
• Two stages w/in each level. Coherence.
• Carol Gilligan (1998): moral errors of omission.
Adult and Teacher Development
• Ego Development:
• Ego: process of striving for
coherence and meaning in one's
life and a structure with its own
internal logic (Levine, 1989)
• Lower Stages: symbiotic,
impulsive, self-protective, depend on others to solve
problems.
• Higher Stages:individualistic, autonomous,integrated,
synthesize unrelated or opposing concepts.
Adult and Teacher Development
• Levels of Consciousness: (Kegan, 1994)
• Shift from 'durable' and concrete to
mature 'cross-categorical' consciousness.
• Cross-categorical level: thinks
abstractly, reflects on emotions,
guided by beliefs and values that
insure loyalty to larger community.
• Consciousness level: values become autonomous,
reconcile differences, other/self.
• Trans-systems (5th order consciousness): beyond systems
and self, universal thinking.
Adult and Teacher Development
• Stages of Concern:
(Fuller, 1969; Adams and Martray, 1981; Kimpston, 1987)
• Self-Adequacy Stage: focused on survival, doing
well, being respected, making it through the day.
• Middle Range: focused on teaching tasks, issues of
instruction, discipline.
• Superior Stage:
• Teaching impact, depart
from rules and norms,
interested in whole child.
Adult and Teacher Development
Teaching Career Path: Runs counter to adult
development needs. Young, mid-life, mature
teachers have different needs.
Adult and Teacher Development
Ebb and Flow:
• Human beings are not
static or linear in their levels
of development.
• Individual process.
• Development can regress,
recycle, or become blocked.
Ebb and Flow
• High levels of development
in one arena does not mean
high levels in all areas.
• Experience is a relative term.
• Alterations to a person's
personal or professional
situation can cause regression
in levels of thinking and
motivation.
References:
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Adams , R. D., and Martray, C., (1981). Teacher development: A study of factors related to teacher concerns
for pre, beginning, and experienced teachers. Paper presented at the annual meeting of the
American Educational Research Association, Los Angeles, April.
Aslanian, C. B., and Brickell, H. M. (1981). Americans in transition. New York: College Entrance
Examination Board.
Belenky, M. F., Clinchy, B. M., Goldberger, N. R., and Tarule, J. M. 1986. Women’s ways of knowing: The
development of self, voice, and mind. New York: Basic Books.
Bridges, W. (1991) Managing transitions: Making the most of change. Reading, MA: Addison-Wesley, p. 4.
Capps, D. (2008) The decades of life: A guide to human development. Louisville, KY: Westminster John
Knox Press.
Chavez, A. F., and Guido-DiBrito, F. (1999). Racial and ethnic identity and development. In M. C. Clark and
R. S. Caffarella (Eds.). An update of adult development theory: New ways of thinking about the life
course (New Directions and Adult and Continuing Education, 84). San Francisco: Jossey-Bass.
Erikson, E. H. (1963). Childhood and society (2nd ed.). New York: Norton.
Erikson, E. H. (1972). Eight ages of man. In C.S. Lavatelli & F. Stendler (Eds.), Readings in child behavior
and child development. San Diego, CA: Harcourt Brace Jovanovich.
Fowler, J. W. (1981). Stages of faith. San Francisco: HarperSanFrancisco.
Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualization. American Educational
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Gardner, H. (1983, 1993). Frames of mind: The theory of multiple intelligences. New York: Basic Books,
Division of HarperCollins Publishers.
References: (cont.)
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Gardner, H. (1983, 1993). Frames of mind: The theory of multiple intelligences. New York: Basic Books,
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Gilligan, C. (1998). Remembering Larry. Journal of Moral Education, 27 (2), 125 – 140.
Glickman, C. D., Gordon, S. P., Ross-Gordon, J. M. (2009). The basic guide to supervision and instructional
leadership. (2nd ed.). Boston: Pearson.
Juhasz, A. M. 1989. A role-based approach to adult development; The triple helix model. International
Journal of Aging and Human Development, 29 (4), 301-315.
Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard
University Press.
Kilgore, D. W. (2001). Critical and postmodern perspectives on adult learning. In S. B., Merriam (Ed.), The
new update on adult learning theory (New Directions for Adult and Continuing Education, 89). San
Francisco: Jossey-Bass.
Kimpston, R. D. (1987). Teacher and principal stage of concern regarding implementation of bench-mark
testing: A longitudinal study. Teaching and Teacher Education, 3(3), 205 – 217.
Koenig, H. G. (1994). Aging and God: Spiritual pathways to mental health in midlife and later years. New
York: Haworth Pastoral Press.
Kohlberg, L. and Armon, C. (1984). Three types of stage models used in the study of adult development.
In M. Commons, F. A. Richards, and C. A. Armon (Eds.), Beyond formal operations: Late adolescent
and adult cognitive development. New York: Praeger.
Levine, S. L. (1989). Promoting adult growth in schools. Boston: Allyn and Bacon.
Levinson, D. J. (1978). Seasons of a Man's Life. New York: Alfred A. Knopf.
References (cont.)
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Levinson, D. J. (1978). Seasons of a Man's Life. New York: Alfred A. Knopf.
McDevitt, T. M., Ormrod, J. E., Child Development and Education (3rd ed.) (pp. 404). Upper Saddle River,
New Jersey: Pearson/Merrill Prentice Hall.
Mann, Evelyn, Living arrangements of unmarried persons age 20 – 34 by sex, based on unpublished PUMS
data and Current Population Reports P20-4468, December 1992.
Merriam, S. B., and Clark, M. C. (1991). Lifelines: Patterns of work, love and learning in adulthood. San
Francisco: Jossey-Bass.
Merriam, S. B., and Clark, M. C. (1993). Learning from experience: What makes it significant? International
Journal of Lifelong Education, (12 (2), 129 – 138.
Merriam, S. G., Caffarella, R. S., and Baumbartner, L. J. (2006). Learning in adulthood: A comprehensive
guide (3rd ed.) San Francisco: Jossey-Bass.
Mezirow, J. D., and associates. (1990). Fostering critical reflection in adulthood. A guide to transformative
and emancipatory learning. San Francisco: Jossey-Bass.
Merriam, S. B., and Clark, M. C. (1993). Learning from experience: What makes it significant? International
Journal of Lifelong Education, (12 (2), 129 – 138.
Merriam, S. G., Caffarella, R. S., and Baumbartner, L. J. (2006). Learning in adulthood: A comprehensive
guide (3rd ed.) San Francisco: Jossey-Bass.
Mezirow, J. D., and associates. (1990). Fostering critical reflection in adulthood. A guide to transformative
and emancipatory learning. San Francisco: Jossey-Bass.
References (cont.)
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Neugarten, B. And Neugarten, D. 1987. The changing meaning of age. Psychology Today, 21 (5), 29 – 33.
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Contact Information:
Susan A. Turner, PhD
School of Teacher Education and Leadership
Utah State University
2805 Old Main Hill
Logan, UT 84332-2805
(435) 797-3947
[email protected]