This article examines the concept and philosophy of andragogy (the art and science of teaching adults) and the ways that adults'self-image, experiences, and readiness to learn differentiate adult education from pedagogy (the instruction of children). By creating an enviroment for adult learning and engaging the school staff in mutual planning, design, implementation, and evaluation of professional development learning experiences, school leaders can improve the process of school-based teacher professional development.
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Irina I. Terehoff (2002) studied this question.
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