hen and Florence Brawer argued a clearly defined professional role for community college instructors was lacking. In the work they produced the authors argue that the identity of the instructor, his or her role perspective, and his or her identity can help shape institutional identity.
It is the combination of these two factors and the interaction process that promotes the greatest effect on student learning:
The teacher is both a person and a practitioner; the better he understands himself, the more his performance can benefit his students. A perspective that permits and invites self-development builds success, both for individuals and for institutions. By defining their professional identity in terms of bringing about changes in other people, community college faculty could direct the colleges toward being centers for instruction and student development, thus providing a clearer institutional identity.
We will now explore the educational qualifications, personal skills and characteristics, adult student responsibilities and community college responsibilities required for effective instruction of adult students on the community college level.
INSTRUCTOR EDUCATIONAL QUALIFICATIONS
College and university faculty make up the majority of postsecondary teachers, counted at 1.3 million in 2000 (Occupational, 2002-03, 3). Employment in postsecondary teaching is expected to grow faster than the average for all other occupations through 2010 (Occupational, 2002-03, 5). With such a positive outlook for postsecondary employment opportunities and in light of increasing numbers of adult students and community colleges, those with expected educational qualifications for teaching at the community college level are well-suited for success in the 21st century.
When it comes to educational requirements for college and university faculty, a Ph.D. if often required for full-time, tenure-track positions in 4-year institutions. ...