Characterizing "Good" Teaching in Non-formal Settings

Characteristics of good teaching in formal settings have been thoroughly debated, yet research documenting effective teaching in non-formal settings is lacking. The purpose of this phenomenological study was to describe what constitutes "good" teaching in non-formal settings. Six Extension...

Full description

Saved in:
Bibliographic Details
Published in:NACTA journal 2009-09, Vol.53 (3), p.50-55
Main Authors: Brain, R.G., Fuhrman, N.E., De Lay, A.M.
Format: Article
Language:English
Subjects:
Adult education
Agricultural education
Alternative education
Audiences
Behavioral Objectives
College instruction
Colleges
Education
Educational Environment
Educational research
Environmental education
Extension Agents
Instructional Materials
Land Grant Universities
Learning Processes
Management
Methods
Professional development
Setting
Student Attitudes
Teaching Methods
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
cited_by
cites
container_end_page 55
container_issue 3
container_start_page 50
container_title NACTA journal
container_volume 53
creator Brain, R.G.
Fuhrman, N.E.
De Lay, A.M.
description Characteristics of good teaching in formal settings have been thoroughly debated, yet research documenting effective teaching in non-formal settings is lacking. The purpose of this phenomenological study was to describe what constitutes "good" teaching in non-formal settings. Six Extension specialists representing two land grant institutions were interviewed using a semistructured approach. Results indicate that key differences exist between effective teaching in formal versus non-formal settings. From the interview data, five domains of "good" teaching in non-formal settings emerged: "Good" teaching is (1) grounded in relationships, (2) flexible and adaptive, (3) identifiable in audience non-verbals, (4) similar to theater, and (5) mastering the fundamentals. An understanding of these domains can enrich the overall teaching and learning experience in non-formal settings. Also, Extension literature suggests mastering successful non-formal teaching is critical in fostering agent career retention. Given the connection between successful non-formal teaching and agent retention, Extension agents in particular should receive professional development trainings addressing these five domains.
format article
fullrecord <record><control><sourceid>gale_proqu</sourceid><recordid>TN_cdi_proquest_journals_214371997</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><galeid>A288980092</galeid><jstor_id>43765389</jstor_id><sourcerecordid>A288980092</sourcerecordid><originalsourceid>FETCH-LOGICAL-g887-9bb5d523e833deb53862d6b4b52c098d4985b7ff2284cf9c53d7a3337dc2e9403</originalsourceid><addsrcrecordid>eNotT8tOwzAQzAEkSuETkKLcgxw_Yu-xqqAgVXAg98jP1FESFyc9wNdjlGoPox3NzO7cZBtUUSgpVOguu5_nHiFcYWCbjO1PMkq92Oh__dTlxSEEU-SNlfr0v_sp_whT6UIc5ZB_2WVJ7PyQ3To5zPbxituseX1p9m_l8fPwvt8dy04IXoJSzDBMrCDEWMWIqLGpFVUMawTCUBBMcecwFlQ70IwYLgkh3GhsgSKyzYo19hzD98XOS9uHS5zSxRZXlPAKgCfR8yrq5GBbP7mwpEJpjB29DpN1PvE7LAQIhAAnw9Nq6OclxPYc_SjjT5vy6vQikD-xFFg0</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>214371997</pqid></control><display><type>article</type><title>Characterizing "Good" Teaching in Non-formal Settings</title><source>Education Collection (Proquest) (PQ_SDU_P3)</source><source>JSTOR Archival Journals and Primary Sources Collection</source><source>Social Science Premium Collection</source><creator>Brain, R.G. ; Fuhrman, N.E. ; De Lay, A.M.</creator><creatorcontrib>Brain, R.G. ; Fuhrman, N.E. ; De Lay, A.M.</creatorcontrib><description>Characteristics of good teaching in formal settings have been thoroughly debated, yet research documenting effective teaching in non-formal settings is lacking. The purpose of this phenomenological study was to describe what constitutes "good" teaching in non-formal settings. Six Extension specialists representing two land grant institutions were interviewed using a semistructured approach. Results indicate that key differences exist between effective teaching in formal versus non-formal settings. From the interview data, five domains of "good" teaching in non-formal settings emerged: "Good" teaching is (1) grounded in relationships, (2) flexible and adaptive, (3) identifiable in audience non-verbals, (4) similar to theater, and (5) mastering the fundamentals. An understanding of these domains can enrich the overall teaching and learning experience in non-formal settings. Also, Extension literature suggests mastering successful non-formal teaching is critical in fostering agent career retention. Given the connection between successful non-formal teaching and agent retention, Extension agents in particular should receive professional development trainings addressing these five domains.</description><identifier>ISSN: 0149-4910</identifier><language>eng</language><publisher>Twin Falls: North American Colleges and Teachers of Agriculture</publisher><subject>Adult education ; Agricultural education ; Alternative education ; Audiences ; Behavioral Objectives ; College instruction ; Colleges ; Education ; Educational Environment ; Educational research ; Environmental education ; Extension Agents ; Instructional Materials ; Land Grant Universities ; Learning Processes ; Management ; Methods ; Professional development ; Setting ; Student Attitudes ; Teaching Methods</subject><ispartof>NACTA journal, 2009-09, Vol.53 (3), p.50-55</ispartof><rights>COPYRIGHT 2009 North American Colleges and Teachers of Agriculture (NACTA)</rights><rights>Copyright North American Colleges and Teachers of Agriculture Sep 2009</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/214371997/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/214371997?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,780,784,21378,21394,33611,33877,43733,43880,58238,58471,74221,74397</link.rule.ids></links><search><creatorcontrib>Brain, R.G.</creatorcontrib><creatorcontrib>Fuhrman, N.E.</creatorcontrib><creatorcontrib>De Lay, A.M.</creatorcontrib><title>Characterizing "Good" Teaching in Non-formal Settings</title><title>NACTA journal</title><description>Characteristics of good teaching in formal settings have been thoroughly debated, yet research documenting effective teaching in non-formal settings is lacking. The purpose of this phenomenological study was to describe what constitutes "good" teaching in non-formal settings. Six Extension specialists representing two land grant institutions were interviewed using a semistructured approach. Results indicate that key differences exist between effective teaching in formal versus non-formal settings. From the interview data, five domains of "good" teaching in non-formal settings emerged: "Good" teaching is (1) grounded in relationships, (2) flexible and adaptive, (3) identifiable in audience non-verbals, (4) similar to theater, and (5) mastering the fundamentals. An understanding of these domains can enrich the overall teaching and learning experience in non-formal settings. Also, Extension literature suggests mastering successful non-formal teaching is critical in fostering agent career retention. Given the connection between successful non-formal teaching and agent retention, Extension agents in particular should receive professional development trainings addressing these five domains.</description><subject>Adult education</subject><subject>Agricultural education</subject><subject>Alternative education</subject><subject>Audiences</subject><subject>Behavioral Objectives</subject><subject>College instruction</subject><subject>Colleges</subject><subject>Education</subject><subject>Educational Environment</subject><subject>Educational research</subject><subject>Environmental education</subject><subject>Extension Agents</subject><subject>Instructional Materials</subject><subject>Land Grant Universities</subject><subject>Learning Processes</subject><subject>Management</subject><subject>Methods</subject><subject>Professional development</subject><subject>Setting</subject><subject>Student Attitudes</subject><subject>Teaching Methods</subject><issn>0149-4910</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2009</creationdate><recordtype>article</recordtype><sourceid>ALSLI</sourceid><sourceid>CJNVE</sourceid><sourceid>M0P</sourceid><recordid>eNotT8tOwzAQzAEkSuETkKLcgxw_Yu-xqqAgVXAg98jP1FESFyc9wNdjlGoPox3NzO7cZBtUUSgpVOguu5_nHiFcYWCbjO1PMkq92Oh__dTlxSEEU-SNlfr0v_sp_whT6UIc5ZB_2WVJ7PyQ3To5zPbxituseX1p9m_l8fPwvt8dy04IXoJSzDBMrCDEWMWIqLGpFVUMawTCUBBMcecwFlQ70IwYLgkh3GhsgSKyzYo19hzD98XOS9uHS5zSxRZXlPAKgCfR8yrq5GBbP7mwpEJpjB29DpN1PvE7LAQIhAAnw9Nq6OclxPYc_SjjT5vy6vQikD-xFFg0</recordid><startdate>20090901</startdate><enddate>20090901</enddate><creator>Brain, R.G.</creator><creator>Fuhrman, N.E.</creator><creator>De Lay, A.M.</creator><general>North American Colleges and Teachers of Agriculture</general><general>North American Colleges and Teachers of Agriculture (NACTA)</general><scope>0-V</scope><scope>3V.</scope><scope>4T-</scope><scope>4U-</scope><scope>7X2</scope><scope>7XB</scope><scope>88B</scope><scope>8FE</scope><scope>8FG</scope><scope>8FH</scope><scope>8FK</scope><scope>8G5</scope><scope>ABJCF</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>ATCPS</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>BGLVJ</scope><scope>BHPHI</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HCIFZ</scope><scope>L6V</scope><scope>M0K</scope><scope>M0P</scope><scope>M2O</scope><scope>M7S</scope><scope>MBDVC</scope><scope>PADUT</scope><scope>PATMY</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PTHSS</scope><scope>PYCSY</scope><scope>Q9U</scope><scope>S0X</scope></search><sort><creationdate>20090901</creationdate><title>Characterizing "Good" Teaching in Non-formal Settings</title><author>Brain, R.G. ; Fuhrman, N.E. ; De Lay, A.M.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-g887-9bb5d523e833deb53862d6b4b52c098d4985b7ff2284cf9c53d7a3337dc2e9403</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2009</creationdate><topic>Adult education</topic><topic>Agricultural education</topic><topic>Alternative education</topic><topic>Audiences</topic><topic>Behavioral Objectives</topic><topic>College instruction</topic><topic>Colleges</topic><topic>Education</topic><topic>Educational Environment</topic><topic>Educational research</topic><topic>Environmental education</topic><topic>Extension Agents</topic><topic>Instructional Materials</topic><topic>Land Grant Universities</topic><topic>Learning Processes</topic><topic>Management</topic><topic>Methods</topic><topic>Professional development</topic><topic>Setting</topic><topic>Student Attitudes</topic><topic>Teaching Methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Brain, R.G.</creatorcontrib><creatorcontrib>Fuhrman, N.E.</creatorcontrib><creatorcontrib>De Lay, A.M.</creatorcontrib><collection>ProQuest Social Sciences Premium Collection【Remote access available】</collection><collection>ProQuest Central (Corporate)</collection><collection>Docstoc</collection><collection>University Readers</collection><collection>Agricultural Science Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>ProQuest SciTech Collection</collection><collection>ProQuest Technology Collection</collection><collection>ProQuest Natural Science Collection</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>Materials Science &amp; Engineering Collection</collection><collection>ProQuest Central (Alumni)</collection><collection>ProQuest Central</collection><collection>Social Science Premium Collection</collection><collection>Agricultural &amp; Environmental Science Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>Technology Collection</collection><collection>ProQuest Natural Science Collection</collection><collection>ProQuest One Community College</collection><collection>Education Collection (Proquest) (PQ_SDU_P3)</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>SciTech Premium Collection</collection><collection>ProQuest Engineering Collection</collection><collection>Agriculture Science Database</collection><collection>Education Database</collection><collection>ProQuest research library</collection><collection>Engineering Database</collection><collection>Research Library (Corporate)</collection><collection>Research Library China</collection><collection>Environmental Science Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>Engineering Collection</collection><collection>Environmental Science Collection</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><jtitle>NACTA journal</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Brain, R.G.</au><au>Fuhrman, N.E.</au><au>De Lay, A.M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Characterizing "Good" Teaching in Non-formal Settings</atitle><jtitle>NACTA journal</jtitle><date>2009-09-01</date><risdate>2009</risdate><volume>53</volume><issue>3</issue><spage>50</spage><epage>55</epage><pages>50-55</pages><issn>0149-4910</issn><abstract>Characteristics of good teaching in formal settings have been thoroughly debated, yet research documenting effective teaching in non-formal settings is lacking. The purpose of this phenomenological study was to describe what constitutes "good" teaching in non-formal settings. Six Extension specialists representing two land grant institutions were interviewed using a semistructured approach. Results indicate that key differences exist between effective teaching in formal versus non-formal settings. From the interview data, five domains of "good" teaching in non-formal settings emerged: "Good" teaching is (1) grounded in relationships, (2) flexible and adaptive, (3) identifiable in audience non-verbals, (4) similar to theater, and (5) mastering the fundamentals. An understanding of these domains can enrich the overall teaching and learning experience in non-formal settings. Also, Extension literature suggests mastering successful non-formal teaching is critical in fostering agent career retention. Given the connection between successful non-formal teaching and agent retention, Extension agents in particular should receive professional development trainings addressing these five domains.</abstract><cop>Twin Falls</cop><pub>North American Colleges and Teachers of Agriculture</pub><tpages>6</tpages></addata></record>
fulltext fulltext
identifier ISSN: 0149-4910
ispartof NACTA journal, 2009-09, Vol.53 (3), p.50-55
issn 0149-4910
language eng
recordid cdi_proquest_journals_214371997
source Education Collection (Proquest) (PQ_SDU_P3); JSTOR Archival Journals and Primary Sources Collection; Social Science Premium Collection
subjects Adult education
Agricultural education
Alternative education
Audiences
Behavioral Objectives
College instruction
Colleges
Education
Educational Environment
Educational research
Environmental education
Extension Agents
Instructional Materials
Land Grant Universities
Learning Processes
Management
Methods
Professional development
Setting
Student Attitudes
Teaching Methods
title Characterizing "Good" Teaching in Non-formal Settings
url http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-03T11%3A55%3A58IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-gale_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Characterizing%20%22Good%22%20Teaching%20in%20Non-formal%20Settings&rft.jtitle=NACTA%20journal&rft.au=Brain,%20R.G.&rft.date=2009-09-01&rft.volume=53&rft.issue=3&rft.spage=50&rft.epage=55&rft.pages=50-55&rft.issn=0149-4910&rft_id=info:doi/&rft_dat=%3Cgale_proqu%3EA288980092%3C/gale_proqu%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-g887-9bb5d523e833deb53862d6b4b52c098d4985b7ff2284cf9c53d7a3337dc2e9403%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=214371997&rft_id=info:pmid/&rft_galeid=A288980092&rft_jstor_id=43765389&rfr_iscdi=true