This document on inservice training and staff development is one in a series of four developed to provide a comprehensive overview of the scope of training practices relating to adult learning. Directed toward educators designing and conducting training programs and toward trainers of trainers, these contributions by adult educators and developmental theorists present interpretations of existing knowledge and new concepts in adult learning. Chapter 1 briefly addresses some adult educator perspectives and implications of adult development in providing an appropriate definition. Chapter 2 discusses the inservice educator as an adult learner and highlights the affective dimensions of adult learning. Chapter 3 focuses on what contributes to the effective educator-trainer. In chapter 4 the current status of adult learning theory is discussed. Chapter 5 presents essential concepts of adult learning potential as they relate to training. Chapter 6 focuses on the dilemma facing higher education and public school systems as they both attempt to address inservice education. Chapter 7 emphasizes how stressful life events influence the educator-trainer. Existing approaches to stress and strategies for adaptation are provided. Chapter 8 focuses on development of a total person model of adult learning theory. (YLB)