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Kurtts, Stephanie A., Jewell E. Cooper, and Carolyn Boyles. "Preparing Nontraditional Adult Teacher Education Candidates to Become Special Education Teachers." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 30, no. 4 (October 2007): 233–36. http://dx.doi.org/10.1177/088840640703000403.
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Başkan, Yusuf, and Mehmet Bars. "Opinions of Classroom Teachers Working in Public Education Centers on Adult Education." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 12, no. 1 (June 18, 2022): 275–304. http://dx.doi.org/10.31704/ijocis.2022.012.
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This research aims to examine the opinions of classroom teachers working in public education centers on adult education. One of the qualitative research designs, a basic qualitative research design, was used. The research group of the research was determined through criterion sampling, and criteria such as a permanent or contracted classroom teacher linked with the Ministry of National Education and having worked or working in public education facilities were sought from the participants. The research group of the research consisted of 20 participants. A semi-structured interview form was used as a data collection tool in the research, and the data were collected as audio recordings. The results of the interviews with the teachers who could not get permission for the voice recorder were obtained by transcribing the words of the teachers. The content analysis method was used in the analysis of the data. Themes and sub-themes were formed from the answers given by the participants. Adult education is vital for individuals and society, and results showed that adults' responsible manners influenced adult education. Furthermore, adult education teachers saw that adult education has a wide range of working hours and that block lessons can be held as an advantage. It has been concluded that they see trainee absences and adults' focus on obtaining certificates rather than the educational process as a problem.
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Sytnyk, Olga. "ADULT EDUCATION TEACHERS’ TRAINING IN IRELAND." Continuing Professional Education: Theory and Practice, no. 1-2 (2018): 93–98. http://dx.doi.org/10.28925/1609-8595.2018(1-2)9398.
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The central purpose of this article is to highlight nature, place and role of the adult education teacher professional training in Ireland as well as the school teacher professional training. In order to do so, a general overview of Irish teachers’ education is presented. The specific in the adult education tutors’ activities is also discussed. The nature of the teachers’ training is fully examined. The various contemporary ways and innovative forms of modern teachers’ training in Ireland are mentioned. The main professional requirements that the adult education tutor has are also highlighted and analyzed. The process and different periods of teachers’ training are classified and described. The article shows the main stages in teachers’ training in Ireland with detailed characteristics of every level with key elements emphasizing. The practice training organization for future teachers in Ireland is examined. The survey results showed that adult education teachers’ training sector in Ireland is a very flexible way of learning in modern society. It can be suitable for everyone who needs to get not only professional knowledge and skills, development, life experience, but also socialization, communication, collective consciousness and community support. Adult education teachers’ training is an effective, contemporary educational service that has many beneficial outcomes. The article presents the adult education teachers’ peculiarities in the modern knowledge society. Finally, the author makes the conclusion about the adult education teachers’ training specifics in Ireland.
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Dehkonovna, Isroilova Shohida. "TECHNOLOGICAL INNOVATIONS USED IN ADULT EDUCATION." IQRO 04, no. 01 (June 1, 2023): 22–25. http://dx.doi.org/10.37547/iqro-volume04-issue01-06.
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This article argues that as technology continues to evolve, it is critical for language teachers and institutions to stay abreast of the latest developments and leverage their opportunities to create inclusive, dynamic, and learner-centered language learning experiences for older adults. importance is said. It was also suggested that language teaching can be further improved through the use of technological advances, which will ensure that older students can fully enjoy the benefits and opportunities offered by technology in their language learning journeys.
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Thies-Sprinthall, Lois, and Norman A. Sprinthall. "Experienced Teachers: Agents for Revitalization and Renewal as Mentors and Teacher Educators." Journal of Education 169, no. 1 (January 1987): 65–79. http://dx.doi.org/10.1177/002205748716900106.
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After reviewing much recent research and theory, the article outlines the current status of developmental stage concepts as a basis for the teacher as an adult learner. There is substantial evidence to support the view that adults who process experience at higher and more complex levels of development perform more adequately in complex human helping roles. Using a developmental model, a system is then outlined for training both mentor teachers and educators of mentor teachers. Such new roles have substantial potential for revitalizing experienced teachers, promoting their developmental growth, and improving the quality of supervision for beginning teachers.
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McCaster, Antonette Lorraine. "Adult Education and Dialogue." Global Journal of Transformative Education 1, no. 1 (January 15, 2019): 46–51. http://dx.doi.org/10.14434/gjte.v1i1.25920.
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Knowledge is built upon personal experiences and the information to which we have access. My area of research is in communicating the language of business (accounting) to non-business learners. I’ve found that both communication and motivation are primary factors in transformational learning. To this end, research has shown that project-based education improves student skills, and transforms the traditional classroom for both teachers and students. Combining project-based education with adult dialogue education provides a transformative method of education that encourages student-driven, collaborative project-based learning as well as opportunities for teachers to reflect upon their epistemology and pedagogy.
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Van der Merwe-Muller, Lorna, and Nazreen Dasoo. "South African teachers’ experiences of continuous professional teacher development: Connections and disconnections." South African Journal of Education 41, no. 4 (November 30, 2021): 1–10. http://dx.doi.org/10.15700/saje.v41n4a1919.
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In this article we present the findings of an investigation on how primary school teachers at 3 independent primary schools in Johannesburg experienced continuous professional teacher development (CPTD). There is a wealth of literature available on planning, organising and implementing effective CPTD. Such literature also highlights the importance of applying adult learning principles in CPTD contexts in order to promote teachers’ learning and development and in turn contributing to a positive effect on learning in the classroom. Exploring the value and usefulness of adult learning principles in CPTD can enhance primary school teachers’ learning opportunities to update their knowledge and skills. Effective CPTD is important in South Africa as there is an urgent need to improve literacy and numeracy levels across primary education levels. Using qualitative data, we explore teachers’ perspectives on how they learn and develop effectively, and what hinders their own learning and CPTD. Data collection methods included interviews, open-ended questionnaires, observations and document analysis. Fifteen primary school teachers, 3 primary school principals and 4 adult/teacher trainers participated in this investigation. A major finding of this research suggests that adult learning principles such as community of practice (CoP) are often omitted from CPTD practices. Thus, a disparity exists between literature on effective CPTD practice as compared to the everyday CPTD experiences of teachers. With this article we aim to contribute to current literature about teachers’ experiences of CPTD and propose suggestions for planning, organising and implementing CPTD that also incorporates adult learning principles and would be valuable and useful to teachers.
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Harreveld, Bobby. "Adult Literacy in Central Queensland." Australian and International Journal of Rural Education 14, no. 2 (July 1, 2004): 39–53. http://dx.doi.org/10.47381/aijre.v14i2.504.
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The sociocultural markers of adult literacy teachers'. identities are significant for understanding the nature of teaching which is constructed through, and contingent upon, diverse geographical and systemic spaces - at once a dilemma and a strategy inpromoting education in regional areas. This article reports on one aspect of the work of a cohort of 23 adult literacy teachers living in regional, rural and remote areas of Central Queensland. Discourse theory is used to frame the conceptualisation of one particular teacher's discursive positioning of her work. The article concludes that the relationships between adults positioned as teachers and students can become a community resource with the potential for rural engagement and for transformation of social and economic capital in such communities.
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Matorevhu, Alois. "Teacher educators’ nature of understanding of adult learning theories application in pre-service teachers’ classes." Electronic Journal of Education, Social Economics and Technology 3, no. 1 (April 30, 2022): 24–32. http://dx.doi.org/10.33122/ejeset.v3i1.50.
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Research publications show that they are many different theories which explain how adults learn, but none of them individually fully explains what happens when adults learn, hence cannot be applied universally. Each theory has its own merits and demerits, therefore to maximise learning, a combination of theories should be used. Adult teacher educators’ familiarity with this knowledge base of adult learning improves effectiveness in meeting adult learner needs, since implementation of the most effective ways for adult learning is made possible. The current study sought to find out the nature of experiences of secondary school teachers recruited to be teacher educators at a secondary teachers’ college, had during the transition from teaching children (pedagogy) to teaching adults (pre-service mathematics and science teachers). Interviews were done, with the view to enable teacher educators to compare their experiences during training (as adult learners) in various teacher education institutions, teaching children at secondary school level, and teaching adults at the teachers’ college in the current study. Interview responses were coded to come up with themes which were analysed. Findings show that learning and application of adult learning theories is a missing link in teacher preparation institutions in Zimbabwe. In order to align teacher preparation with the current Zimbabwean curriculum, training institutions must prepare prospective teachers for both pedagogy and adult learning theories, so that they adapt as the situation requires. This resonates with metagogy, a hybrid of pedagogy and adult learning theories. Preparing teachers this way is in line with best practices, which engender competitiveness to deal with diverse teaching and learning situations, in the 21st century.
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Шарчевић, Иван, and Слађана Шарчевић. "СТРУЧНО УСАВРШАВАЊЕ И НАПРЕДОВАЊЕ У ЗВАЊИМА НАСТАВНИКА У ОБРАЗОВАЊУ ОДРАСЛИХ – ИЗМЕЂУ ПОТРЕБЕ И ОБАВЕЗЕ." ГОДИШЊАК ЗА ПЕДАГОГИЈУ 8, no. 2 (February 13, 2024): 87–98. http://dx.doi.org/10.46630/gped.2.2023.6.
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This paper is aimed at looking at the legal obligation of professional training of teachers in schools for basic education of adults, and by reviewing the literature of perceived needs in daily practice, as well as pointing out the possibilities and limitations of advancement to higher titles in the teacher’s professional career. Teachers in elementary education have a predominantly passive role in choosing the form of professional development, that is, they only participate in certain mandatory forms and are rarely active participants in making decisions on this issue. The involvement of teaching staff dealing with adult education in professional training programs is a neglected topic. The law provides for promotion in the ranks of teachers, as well as prescribed benefits that accompany professional development, but they are absent in practice. The specific work of schools for basic adult education requires great commitment and expertise, and initial education does not always meet the requirements regarding teacher expertise. Content analysis revealed that teachers have limited opportunities for professional development through accredited training in the domain of adult education. Current trends in the field of adult education offer significant opportunities for connecting with other actors and encouraging practitioners through numerous European organizations and projects of learning, professional training and teacher mobility. Greater support from the competent ministry, adequate valuing of professional staff and promotion of the teaching profession can be a significant part of solving the perceived problems in this area
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Chychuk, Vadym. "Approaches to Training Teachers of Adults in the UK." Comparative Professional Pedagogy 5, no. 1 (March 1, 2015): 74–79. http://dx.doi.org/10.1515/rpp-2015-0024.
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Abstract The article deals with the theoretical foundations of teacher training for adult students in the UK. It has been found out that the system of adult education is based on the andragogical approach that reveals patterns, psychological and pedagogical factors of effective learning. In applying the andragogical approach to adult education the following factors contribute to the learning process improvement: considering the motivation of adult learning, defining educational interests and needs of each adult student, the choice made by andragogue of the learning strategies and techniques designed to increase the professional level of adult education, practical implementation of knowledge and experience acquired by adult students in training process, taking into account the individual characteristics of each participant in the learning process, the desire to cooperate with the teacherandragogue. The theoretical basis of this process is the science of andragogics. It has been revealed that when working with an adult student, the following approaches are used: traditional didactic, problem-search, facilitating that are focused on the content and the learning process. Author determined specific approaches used in the UK for teaching adults, namely active, institutional, competence, synergy and others.
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Schmidt-Hertha, Bernhard, and Marius Bernhardt. "Pedagogical Relationships in Digitised Adult Education." Andragoška spoznanja 28, no. 1 (April 14, 2022): 11–24. http://dx.doi.org/10.4312/as/10558.
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With the COVID-19 pandemic the education sector is facing major new challenges and opportunities, e.g., changes in the pedagogical relationships between teachers and learners. Various publications have already inquired into the importance of pedagogical relationships in primary and secondary education, but not in adult education. Therefore, a closer look should now be taken at pedagogical relationships in adult education and their impact on successful teaching – both in the analogue and the digital realm. The person-centred approach as well as the approach of professional proximity and distance are relevant concepts in this field. From the perspective of person-centred pedagogy, respectful interaction with one another and the facilitation of an equal dialogue between teachers and learners are of great importance. The relevance of relationships between teachers and learners in adult education should not be underestimated – also with regard to enabling successful relationship building in distance learning.
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Papathanasiou, Maria. "Teachers as Adult Learners: Their need to Transform." Adult Education Critical Issues 3, no. 1 (June 30, 2023): 26–38. http://dx.doi.org/10.12681/haea.32495.
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In today's school, it is no longer the abundance of knowledge that matters, but the methods of acquiring it, the cultivation of skills, and the preparation of students to become active citizens and not just observers. The rapidly changing social environment and lately the Pandemic, have further elevated the role of education by introducing, if not "mandating", lifelong learning for the overwhelmed teachers. Considering the importance and criticality of the school's mission, the importance of the teacher's duties and the challenge in the implementation of their work can easily be seen. In this article, we will briefly explore three of the most basic theories of adult education and significant aspects of constructivism, whose tenets also undergird, teachers’ continuous and imperative need of adults’ lifelong learning. The theories discussed are the Andragogy of Knowles, Freire’s educational Social Change, and Mezirow’s Transformation Theory, as a resource for deepening our understanding of the critical matters affecting the need for new ways for teachers to approach their learning and teaching.
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Varunek, Vesna, and Mirjana Mavrak. "Andragoški susret medicine i odgojnih znanosti: Edukacija edukatora na Medicinskom fakultetu u Mostaru." Obrazovanje odraslih/Adult Education, no. 1 2015 (2015): 67–81. http://dx.doi.org/10.53617/issn2744-2047.2015.15.1.67.
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he Office for the Quality of Teaching at the Medical Faculty in Mostar has developed a model of professional development in accordance with its work responsibilities and the needs of teachers who work with adults/student. This model is conceived as a meeting between educational sciences and medicine. This article describes the process of designing and implementing the professional development for teachers and associates on the Medical Faculty of the University of Mostar, which has been realised by experts in the field of medicine and adult education, by experienced professors in adult education. The process is based on recording teacher’s needs and analysing of student surveys, which has been carried out by the Office for the Quality of Teaching at the Medical Faculty in Mostar. The mentioned Office was also the coordinator of the education but also a participant in the realisation of a section of the teaching. This paper supports the thesis that adult education has its own achievement in transdisciplinary areas of different sciences and even in medicine, which is evident from the text below.
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McHardy, Janet, and Elaine Chapman. "Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read." Literacy and Numeracy Studies 24, no. 2 (December 15, 2016): 24–42. http://dx.doi.org/10.5130/lns.v24i2.4809.
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Despite large-scale interventions, significant numbers of adults worldwide continue to have problems with basic literacy, in particular in the area of reading. To be effective, adult reading teachers need expert knowledge at practitioner level. However, practices in adult reading education vary widely, often reflecting the individual beliefs of each teacher about how an adult can learn to read. In this study, phenomenographic analysis was used to identify categories of approaches to teaching adult reading, used by a group of 60 teachers in Western Australia and New Zealand. Four approaches were identified: reassurance, task-based, theory-based and responsive. It is argued that for teachers to become effective and consistent in responding to learner needs, they must understand their own beliefs and the consequences of these. The identification of different approaches in adult reading education is an important step in this process.
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Marcus, Alan S. "Rethinking Museums' Adult Education for K-12 Teachers." Journal of Museum Education 33, no. 1 (March 2008): 55–78. http://dx.doi.org/10.1080/10598650.2008.11510587.
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Gakuru, Dr Anastasia. "Assessment of Public Financing on Participation Rates in Adult Literacy Programs in Nairobi County Kenya." International Journal of Research and Innovation in Social Science VIII, no. V (2024): 53–62. http://dx.doi.org/10.47772/ijriss.2024.805005.
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The purpose of this paper was to examine the influence of public financing on participation rates in adult literacy programs in Nairobi County. Kenya. The study sought to establish how financing influenced the running of the adult education centres. The study adopted a mixed method design whereby both qualitative and quantitative methods was utilized in this research. The study was guided by the Human capital theory as advocated by Adam smith. The target population comprised of 30 adult education centres in Nairobi County. The research targeted one adult education officer, 30 principals, one hundred and twenty (120) adult literacy teachers and four hundred (400) learners. Therefore, out of the targeted 30 principals a total of 3 principals were interviewed. Out of the 120 adult literacy teachers a sample equivalent to 30% or 36 teachers were selected randomly. Out of the target population of 400 adult learners, 120 adult learners which forms 30% of the population was randomly selected. Questionnaires were administered to the teachers and the adult learners. While interviews were conducted on the county director, and on the principals. The findings established that most of the adult education centres in Nairobi County received inadequate direct funding from the government, thereby making the centres to have a challenge in running the centres leading to low assess and participation of the learners. There is a significant relation between the funding of adult education centres and the participation rates of adults in the adult education centres. Based on the study findings it can be recommended that the Government of Kenya and other public financing agencies should increase their funding allocation to the adult education centres in order to increase and sustain assess and participation.it was concluded that the funding in adult education centres should be increased so that more adult learners can be able to assess and benefit more by them participating in the learning programs offered at the adult education centres.
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Skibitskiy, E. G., and T. A. Astashova. "Application of andragogico-acmeological approach in preparation of teachers for using informatization." Open Education 22, no. 5 (November 10, 2018): 13–25. http://dx.doi.org/10.21686/1818-4243-2018-5-13-25.
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The purpose of the study. The socio-economic development of the country, the current situation in education, actualize the problem of searching for optimal scientific approaches to the solution of the multifaceted problem of adult training that would ensure their development and allow the trainee to be viewed as a subject continuously rising to the “acme” of professional growth. The object of this study is the training of teachers in the system of additional education. The subject is the use of the andragogico-acmeological approach to the training of university lecturers. The goal is to identify areas for improving adult training, which are manifested when considering it in andragogical and acmeological aspects. Materials and methods. To achieve this goal, an analysis of the conditions for the expediency of using the andragogico-acmeological approach was made, caused by the following factors: characteristics and features of the organization of the process of training adult learners; a set of goals, objectives and training conditions; specific application of methods, tools and technologies; the choice of criterial apparatus for assessing the success of adult training.Results. Due to the study, the idea for training of adults that is based on the andragogico-acmeological approach is substantiated. The graphic interpretation of interdisciplinary connections of pedagogy, andragogy and acmeology is presented. The area of intersection of scientific interests for the above-mentioned branches of knowledge is an adult person and the achievement of professionalism in one or another kind of activity. Consequently, the tasks of preparing adults in the system of additional education need to be addressed in a comprehensive manner, taking into account the specifics of pedagogy, andragogy and acmeology. The main function of these sciences corresponds to the meaning inherent in their name - leading an adult person to the top of his development. The general principles, reflecting the adragological and acmeological aspects of their realization, are revealed. These include: the fundamentalization of education; personification; expedient combination of various forms, methods and means of solving pedagogical problems of training adult learners; professional and academic mobility; professional feasibility; reflexive management of the training of adults; facilitation; self-education), development of educational needs and complexity. The process of adult preparation is presented, reflecting its specificity and consisting of three blocks: social and pedagogical conditions, the pedagogical process and the learning process. In describing the process of adult training, a system of mixed adult education is described, the conditions and factors for applying this approach are revealed, and the content of the blocks included in the adult training process is examined.Conclusion.The following conclusions are made about the expediency of applying the andragogico-acmeological approach in the preparation of adults. The result of adult training is professional growth and social maturity, which are manifested in professional activity and its qualities, adequate to this activity. The application of the andragogico-acmeological approach in the preparation of adults, taking into account its specifics will reveal their intellectual potential, help adults find their place in society (science, art, production), realize their individual abilities and needs, be responsible and competitive in the rapidly changing labor market, to satisfy educational inquiries, to plan the further perfection and ability to live.
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De Oliveira Ribeiro, Bruno Thayguara, and Claudia Lisete Oliveira Groenwald. "Mathematics Teaching in Youth and Adult Education in Manaus." Acta Scientiae 25, no. 4 (July 21, 2023): 163–91. http://dx.doi.org/10.17648/acta.scientiae.7682.
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Background: Youth and Adult Education (YAE) is a teaching modality aimed at young people, adults and older adults who need to complete their studies so that their specificities are respected within this teaching and learning process. Objectives: Analyse aspects related to mathematics teaching in the 3rd phase of Youth and Adult Education (YAE) through the continuing education of teachers who work in the segment, proposing new methodologies based on the results of the ADE (Student Performance Assessment). Design: The research carried out was of a qualitative exploratory nature, using psychometric theories as aids in the composition of the research, these being the classical test theory (CTT) and the item response theory (IRT). Setting and participants: From the universe of schools that compose the Semed - Manaus, a group of schools from the East Zone of Manaus was chosen; this choice was motivated by the fact that the area has the highest number of teachers (nine) who work in the 3rd phase of the YAE of Manaus. Data collection and analysis: The CTT/IRT was applied to the ADE, and the most difficult-level items were selected. For data collection, interviews, observation and application of forms on the Google Forms platform were used. Results: The research showed that teachers have many doubts regarding the curricular competencies that involve specific mathematics topics, mainly algebra. In the investigated group, none of the teachers had training in mathematics. Also, the textbook is not contextualised for the segment and does not include these new National Base skills. Schools also do not have digital resources to teach mathematics more playfully. Conclusions: Research shows that more mathematics training is needed for teachers in the segment. The Semed qualification sector needs to create a format aimed at YAE. Research is needed to assess the segment after the 3rd phase to verify the impact of mathematics teaching by teachers with no qualification in the area.
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Okeke, Nkechi Mercy, Beatrice O. Onah, Nwakaego Ebele Ekwealor, Stella Chinweudo Ekwueme, Joy Onyinyechukwu Ezugwu, Esther Nwarube Edeh, Polycarp M. D. Okeke, Charles C. Onwuadi, and Emmanuel Ifeanyi Obeagu. "Effect of a randomized group intervention for depression among Nigerian pre-service adult education teachers." Medicine 102, no. 27 (July 7, 2023): e34159. http://dx.doi.org/10.1097/md.0000000000034159.
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Objective: Studies show that depression undermines the mental health of pre-service teachers. The objective of this research was to determine whether a rational emotive behavior intervention will be effective in treating depression among Nigerian pre-service adult education teachers. Methods: The study participants comprise 70 pre-service adult education teachers with moderate to severe depression. The treatment arm consist 35 pre-service adult education teachers, while the control arm consist 35 pre-service adult education teachers. With randomized control group design, an 8-week rational emotive behavior intervention was delivered to the treatment arm while the control arm participants were waitlisted. Hamilton Depression Rating Scale (HDRS) and Goldberg Depression Scale (GDS) were used for data collection. We utilized repeated ANOVA to analyze the study data collected at 3 time points (pretest, post-test, and follow-up). Results: The rational-emotive behavior intervention was significantly effective in reducing the mean depression scores of pre-service adult education teachers in the treatment arm when compared to those in the control arm (HDRS: P < .001, ηp 2 = 0.869; GDS: P < .001, ηp 2 = 0.827). The treatment intervention consistently reduced mean depression scores of the pre-service adult education teachers at follow-up compared to the control arm (HDRS: P < .000, 95% confidence interval: −24.049, −19.837, ηp 2 = 0.864; GDS: P < .001, 95% confidence interval: −37.587 to 31.213, ηp 2 = 0.872). The results also showed significant effects of Time as well as significant interaction effects of Time and Group on HDRS and GDS scores of pre-service adult education teachers. Conclusion: The study concludes that among pre-service adult education teachers, a rational emotive behavior therapy treatment model was significantly effective and consistent in depression treatment. It is crucial to apply this rational-emotive behavior treatment approach in depression treatment among Nigerian pre-service adult education teachers. Compliance to the REBT treatment plans and timing is very crucial in achieving desired results.
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YAREMCHUK, Ivanna. "SPECIFIC FEATURES OF ORGANIZATION OF THE EDUCATIONAL PROCESS OF ADULTS IN THE SYSTEM OF CONTINUING EDUCATION." Cherkasy University Bulletin: Pedagogical Sciences, no. 4 (2020): 158–63. http://dx.doi.org/10.31651/2524-2660-2020-4-158-163.
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Introduction. Currently, the system of teacher training continues to actively search for new or- ganizational forms, adjusting the content of the learning process to improve the quality of training. The close attention of scientists is focused on the study of the qualitative organization of the educational process of training teachers for schools. The article is enlighten the research of educational continuing studying which lies in the basis of the system of qualification uprising of educational specialists, the article is enlighten particulars of educational process of specialists which are the mortgage of success in qualifica- tion uprising. The author analyses the education of adults as an integral part of continuing education, factors influencing the attitude of adults to education: the specifics of the motivation of adult learning activities, the nature of the adult's position in learning, the influence of the practical experience of adults in the process of learning. In the article, authors consider the peculiarities of adult education in the system of continuous education. The concept of the results of research of the features of adult learning in the training of teaching staff have been generalized, of the analysis of the process of organization of postgraduate education. The purpose of the article. Based on the study of the system of postgraduate education of teachers to identify features that are inherent in the process of adult learning.The methods of analysis. The theo retical methods of research are used in the article. Results. The article is devoted to the description of the theoretical bases of the research peculiarities of adult education in the system of continuous education of teachers. Originality. The understanding the successful qualification uprising of teachers depends on age and psychological features of a person. Conclusion. It has been proven that adult learning dif- fers significantly from children's education in a clearly perceived need for continuous professional development and growth. It is emphasized that the process of training a specialist-practitioner never ends. The subject who participates in the educational process has a clear goal, is aware of the dependence of its successful achievement on learning, ie on the continuous process of professional development
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Wahlgren, Bjarne, and Kristina Mariager-Anderson. "Improving Completion Rates in Adult Education Through Social Responsibility." Adult Learning 28, no. 1 (July 25, 2016): 20–26. http://dx.doi.org/10.1177/1045159516634078.
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Dropout is a serious problem within education. This article reports on an intervention project, titled “New Roles for the Teacher—Increased Completion Rates Through Social Responsibility,” which sought to reduce nonattendance and drop-out rates in the Danish adult educational system by improving teachers’ competences. This goal was pursued by engaging teachers in training programs aimed at improving their relational competences. The data showed that these focused training programs have an effect on the educational culture at the colleges and on the teachers’ attitudes toward the importance of reducing drop-out rates. As a consequence, the teachers acted more consistently and purposefully to prevent dropout, and a positive effect of the intervention on drop-out rates was documented.
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Carvalho, Carla, Ana Pinto, Paulo Santos Costa, and Pedro Parreira. "Adulthood in teachers of higher education: difference in the management of their work-life balance and organizational commitment." Revista INFAD de Psicología. International Journal of Developmental and Educational Psychology. 1, no. 1 (August 3, 2021): 107–16. http://dx.doi.org/10.17060/ijodaep.2021.n1.v1.2047.
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This study aimed to compare the extent to which a sample of Portuguese teachers in Higher Education Institutions, divided into two groups (young adults, ages 20-39 years; and advance adults, ages 40-70 years), differed in the management of their work-life balance and organizational commitment. Data collection was conducted using the Work-Family Scale, the Organizational Commitment Scale and a sociodemographic questionnaire. Between 2012 and 2019, 652 participants were enrolled in the study. Through a multivariate analysis of variance (MANOVA, General Linear Model procedure), results suggest that young adult teachers display higher scores of family to work facilitation, while advance adult teachers evidence higher scores of normative commitment. Given the results found, recommendations for Higher Education Institutions were outlined.
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KAROULIS, Athanasis. "On Motivation to Apply ODL in Adult Teachers' Education." Informatics in Education 10, no. 1 (April 15, 2011): 37–45. http://dx.doi.org/10.15388/infedu.2011.03.
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Cray, Ellen, and Pat Currie. "Linking Adult Learners with the Education of L2 Teachers." TESOL Quarterly 30, no. 1 (1996): 113. http://dx.doi.org/10.2307/3587609.
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Meek, Fiona, Jacqueline Specht, and Susan Rodger. "A Mental Health Training Format for Adult Education Teachers." Canadian Journal of School Psychology 32, no. 2 (April 26, 2016): 103–21. http://dx.doi.org/10.1177/0829573516645099.
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The present study investigated the needs of adult education staff pertaining to adult students’ mental health issues within a local school board. The study utilized mixed-methods design and was divided into progression of three separate studies. An initial focus group was conducted to identify the 12 participants’ concerns and provide a direction for the needs assessment survey that was administered to the entire population of adult education teachers in the board. Two 2-hr workshops were designed for the 114 members of the staff based on the needs identified by the surveys. An evaluation of the workshops indicated that the workshops were valuable and further training was desired. By educating teachers about students who are learning in the context of mental health challenges, we will be able to provide them with the necessary tools to do their jobs more successfully and comfortably.
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Ketzenberg, Laurie. "A Review of “Adult education teachers: designing critical practices”." Language and Education 24, no. 3 (May 2010): 269–70. http://dx.doi.org/10.1080/09500780902798803.
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Speight, Sarah. "Teachers of adult education in British universities 1948–1998." Studies in the Education of Adults 36, no. 1 (March 2004): 111–27. http://dx.doi.org/10.1080/02660830.2004.11661490.
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Tour, Ekaterina, Edwin Creely, and Peter Waterhouse. "“It’s a Black Hole . . .”: Exploring Teachers’ Narratives and Practices for Digital Literacies in the Adult EAL Context." Adult Education Quarterly 71, no. 3 (February 6, 2021): 290–307. http://dx.doi.org/10.1177/0741713621991516.
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A strength-based approach to teaching digital literacies can advance language education for adults from refugee and migrant backgrounds, preparing them for life in a new country. This article draws on a 6-month ethnographic study at an adult English language center in Australia and explores teachers’ perspectives and practices related to teaching digital literacies to understand how prepared they are to employ learners’ own resources. Using sociomaterial theory, this research found that English as an Additional Language (EAL) teachers’ narratives about learners focused on what they lacked rather than what they brought to learning. It also found that while teaching practices utilized some strength-based pedagogical principles, the teachers viewed their work as being deficient. They did not always recognize their agential power nor did they overtly understand that the technology itself afforded this power. The article concludes with implications for EAL practice and professional learning of teachers who work in the adult sector.
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Kipasika, Honest. "Environmental Literacy in Teachers’ Training: Cognitive Elements and Environmental Behaviour of Prospective Student-Teachers." Journal of Adult Education in Tanzania 25, no. 1 (June 30, 2023): 41–55. http://dx.doi.org/10.61408/jaet2023v25i01.03.
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This study examined the level of environmental literacy among prospective student-teachers in the field of adult education and community development offered by the Institute of Adult Education in Tanzania. The randomly selected sample of 111 prospective student teachers admitted to the Diploma of Adult Education and Community Development (DAECD) was assessed using a questionnaire designed to measure environmental knowledge (cognitive) on national together with global issues and priorities, health and environment, water, ecology as well as environmental behaviours. Findings indicated that prospective student teachers were knowledgeable of basic facts about the environment and possessed some responsible behaviours including discipline of protecting and serving the environment. However, they have limited information on global issues such as pollution, loss of biodiversity and climate change. Results from this study emphasize the need to instil environmental literacy instudents who choose to study as educators. Teacher training programmes should consider characteristics of the student population, which are outcomes from their individual knowledge, attitudes as well as behavioural elements and include all necessary components for adequately preparing educators who are effectively involved in building environmental competences of their future students. Key words:Environmental literacy, environmental education, teachers’ training, cognitive elements, environmental behaviour.
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Shodiyeva, Matluba. "TECHNOLOGIES FOR CONTINUOUS PROFESSIONAL DEVELOPMENT OF PRIMARY CLASS TEACHERS." American Journal of Interdisciplinary Innovations and Research 04, no. 11 (November 1, 2022): 40–48. http://dx.doi.org/10.37547/tajiir/volume04issue11-07.
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This article scientifically and methodologically describes the importance of the acmeological approach in the development of developmental technologies for the organization of adult education. The author's definitions of "acmeological approach", "adult education technology", "continuous professional development technology", and "acme technology" are also given. Based on the acmeological approach, tasks and guidelines for improving the technology of continuous professional development of primary school teachers are given.
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Rosa, Alcemir Horácio, Francisco Willan Costa dos Santos, Daniel Nascimento e Silva, and Marcus Marcelo Silva Barros. "Main methodological challenges faced by Youth and Adult Education (EJA) teachers." REVES - Revista Relações Sociais 5, no. 4 (December 8, 2022): 15091–01. http://dx.doi.org/10.18540/revesvl5iss4pp15091-01e.
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The present work identifies the main methodological challenges teachers face in developing Youth and Adult Education (EJA) teaching-learning process. It raises a discussion on the subject at its most critical point of teaching activities in the classroom: the adequacy of teaching methods and techniques to the reality of students in this modality. The general objective of the research is to point out the main methodological challenges teachers face in the pedagogical practices of Youth and Adult Education. Unlike the strategies and methodologies developed linked to other levels and modalities, in regular education, we seek to understand through qualitative research and bibliographical studies a) the historical advances of EJA in Brazil, b) the advances of the Laws of Guidelines and Bases of National Education for EJA, c) international conferences and the National Education Plan and d) proposals that consider the specificities of young people and adults. We took a more subjective look at the treatment of content about the aspirations of EJA students. Youth and adult education is marked by a high dropout rate, little time to work on the content, and a small number of classes to fully develop concepts. These aspects are very different from elementary school students with the same education level—teaching at the time is considered correct. In addition, the results showed that teachers face methodological difficulties in reaching the EJA public, and this is due to 1) students' limited availability of time, 2) the short duration of the course, 3) lack of student motivation, 4 ) lack of own methodologies for EJA, and, 5) disregard of EJA classes with the reality of students' lives.
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Setyawan, Cahya Edi. "Pendekatan Andragogi dalam Pembelajaran Bahasa Arab." al Mahāra: Jurnal Pendidikan Bahasa Arab 3, no. 2 (December 22, 2017): 317–34. http://dx.doi.org/10.14421/almahara.2017.032-07.
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The term Andragogy does not seem so familiar to educators and teachers. Educators and teachers are more familiar with the term Pedagogy, because the term is used in education. If it refers to the meaning of the term Pedagogy is the education of children, while Andragogy is an adult education. Andragogy began to be known today by educational activists, this is because the emergence of the problem of education at this time is the number of adults who started learning material that the material should have been learned in childhood. The problem is how to adapt the educational methods used to adult-like adults. In learning Arabic there is a problem when adults begin to study the material that should be the same as madrasah tsanawiyah or aliyah. Teachers should treat like adults in the learning process, therefore adults as students should be treated appropriately. Teachers are no longer the main actors or as learning centers but teachers are only facilitators and students become learning centers. The learning process focuses on providing assistance to the participants to understand what is the focus of attention and problems. Arabic learning using Andragogi approach focuses on aspects of student self-concept in learning objectives, previous learning experiences about Arabic, readiness to learn new Arabic material with new environmental conditions, and orientation or ideals towards learning Arabic. Arabic learning model using Andragogi approach include the method of humanistic, constructiveness, and problem solving.
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Eripuddin and Jufrizal. "Education, Pedagogy and Andragogy." JEE (Journal of English Education) 7, no. 1 (June 30, 2021): 103–23. http://dx.doi.org/10.30606/jee.v7i1.985.
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This article discusses the basic concept and theories of education, pedagogy and andragogy. It explores various scholarly definitions and consepts about tranferring the knowledge to young learners and adult learners. The article will be useful for practicing teachers, students, college and university lecturers, school-based in-service coordinators, advisory teachers and school mentors dealing with the concepts and theories of education, pedagogy, and andragogy. This is a theoretical-based on the literature study. The result of the study argues that the competencies in teaching and understanding students in learning whether young learners and adult learners are an appropriate system in education. So, educators or stakeholders should consider for more understanding about education, pedagogy and andragogy in technology era now. The success of an education is largely determined by the approach used by educators and teachers in understanding concepts of education, pedagogy and andragogy, and learning material as well.
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Lass, Norman J., Dennis M. Ruscello, John F. Schmitt, Mary D. Pannbacker, Mary Banyas Orlando, Kathy A. Dean, Julie C. Ruziska, and Karen Harkins Bradshaw. "Teachers’ Perceptions of Stutterers." Language, Speech, and Hearing Services in Schools 23, no. 1 (January 1992): 78–81. http://dx.doi.org/10.1044/0161-1461.2301.73.
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A questionnaire asking respondents to list adjectives describing four hypothetical stutterers (a typical 8-year-old female, 8-year-old male, adult female, and adult male stutterer) was completed by 103 elementary and secondary teachers. The majority of reported adjectives were negative stereotypical personality traits, indicating perceptions of stutterers similar toother groups, including speech-language pathologists. Implications of these findings and suggestions for pre-service and continuing education programs for teachers are discussed.
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Souza e Silva, Nayra Suze, Luana Lemos Leão, Rose Elizabeth Cabral Barbosa, Rosângela Ramos Veloso Silva, Tatiana Almeida de Magalhães, Cristina Andrade Sampaio, Luiza Augusta Rosa Rossi-Barbosa, Adriane Mesquita de Medeiros, and Desirée Sant’Ana Haikal. "Physical Activity among Elderly Teachers Working in Basic Education Schools." Behavioral Sciences 13, no. 10 (October 14, 2023): 841. http://dx.doi.org/10.3390/bs13100841.
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This study aimed to assess the levels of physical activity (PA) among elderly teachers. It was an epidemiological, cross-sectional, and analytical web survey conducted with teachers working in public basic education schools. Data collection took place between October and December 2021 through an online form. The dependent variable was physical activity practice, classifying teachers as either physically active or inactive. Descriptive, bivariate, and multiple analyses were performed using Poisson Regression with robust variance. A total of 1907 teachers participated in the study, of whom 5.6% were elderly, ranging in age from 60 to 72 years. Regarding PA practice, elderly teachers were found to be more physically inactive compared with adult teachers (PR = 1.18; 95% CI = 1.04; 1.34). Conclusion: A statistically significant difference in PA practice was observed between adult and elderly teachers, indicating that elderly teachers are more physically inactive.
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Moreno-Crespo, Pilar, Olga Moreno-Fernández, and Encarnación Pedrero-García. "Negative Stereotypes Towards Older People. A Study with Teachers in Initial Training." Revista Electrónica Educare 26, no. 1 (January 1, 2022): 1–20. http://dx.doi.org/10.15359/ree.26-1.19.
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Objective. To describe whether there are stereotypes towards older adults by the group of teachers in initial training. Method. The approach was quantitative and not probabilistic through a statistical study with university students preparing to become primary school teachers in the Spanish education system. This training profile includes adult and senior education as an additional professional opportunity. The sample (n=110) has been selected among students of the Primary Education Degree. We have applied the Negative Stereotype Questionnaire for the Elderly (CENVE) and the Educational Stereotype Questionnaire for the Elderly (CEEAM). Results. We suggest that the respondents present some degree of stereotypes towards older adults; the stereotype is greater when we question the deterioration of memory and cognitive impairment in general. However, the data are positive, except that in the case of the health factor we found two items in which respondents reported a higher level of stereotyping. Conclusions. Based on these results, we conclude that it is necessary to work on stereotypical perceptions, especially with students pursuing careers related to education, since their professional performance can lead them to develop their teaching careers in adult and senior education. The education professions must be involved in improving quality of life, active aging, and lifelong learning through professional practice and the elimination of personal and societal stereotypes.
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Beder, Hal, and Natalino Carrea. "The Effects of Andragogical Teacher Training on Adult Students' Attendance and Evaluation of their Teachers." Adult Education Quarterly 38, no. 2 (June 1988): 75–87. http://dx.doi.org/10.1177/0001848188038002002.
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Voino-Danchyshyna, O. "Adult Education: Organizational Approaches Under Uncertainty." New Collegium 2, no. 104 (April 1, 2021): 67–73. http://dx.doi.org/10.30837/nc.2021.2.67.
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Education, undoubtedly, is recognized as determining the social configuration of each state. Most countries of the world are intensively developing and improving the adult education system as an important element of lifelong learning that ensures the development of society. The concept of lifelong education is viewed as a system of the future, which should become the basis for sustainable development, ensuring stability in society, socialization of a person in a changing social environment. Globalization world processes also have a significant impact on education. At the same time, individual education systems should take into account national and cultural characteristics when developing adult education programs so that universalization is combined with existing diversity.
The article analyzes the main directions of adult education such as obtaining a second higher education, business education and training for people of the third age. The specifics of the adult audience, the specifics of the work of teachers, the content of curricula and teaching methods are considered. When writing the article, the experience of working with adults, accumulated at the People's Ukrainian Academy, which is a complex of continuous education, in which the adult education system is logically inscribed, was used and generalized. The need to improve the national system of postgraduate education is expressed. We are talking about creating a unified regulatory framework for adult education, changing sectoral legislation, optimizing the structure of additional postgraduate education.
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Zepp, Lauren, Carlyn Mueller, and Melinda Leko. "Expanding Preservice Teachers’ Conceptions about Disability Through Young Adult Literature." Journal of Special Education Preparation 2, no. 3 (December 1, 2022): 32–38. http://dx.doi.org/10.33043/josep.2.3.32-38.
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This article provides information and resources to help special education teacher educators improve preservice teachers’ competence for working with disabled1 students and addressing ableism in their classrooms, by incorporating young adult (YA) literature into special education teacher preparation experiences. Embedding YA literature with representations of disability can address ableism in education by helping preservice special education teachers to conceptualize disabled adolescents differently. Current approaches to teacher education may reinforce dysconscious ableism (Broderick & Lalvani, 2017) and undergird educational segregation on the basis of disability. After reviewing current literature on addressing ableism during teacher preparation and using YA literature in teacher education, this article models how special education teacher educators can critically examine YA texts by providing criteria for evaluating representations of disability and a unit plan with three lessons for use in an introductory special education course. A bibliography of young adult books featuring characters with disabilities is also provided.
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Leahy, Kaitlyn S., and Tawnya D. Smith. "The self-directed learning of adult music students: A comparison of teacher approaches and student needs." International Journal of Music Education 39, no. 3 (February 2, 2021): 289–300. http://dx.doi.org/10.1177/0255761421991596.
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Adult music learners may expect to be more independent and therefore more inclined to engage in self-directed learning than younger learners; however, adults may not feel encouraged or supported to self-direct. In this qualitative study, the relationships between six adult instrumentalists and their teachers were examined using Grow’s Staged Self-Directed Learning (SSDL) Model to determine if there was congruence or a mismatch between individual student learning needs and their teachers’ strategies. Teachers reported a willingness to accommodate the self-direction needs of their students. Even in cases of teacher–student mismatch, more direction from the teacher was welcomed when they encountered technical difficulty or an unfamiliar style. Students who reported that they had little experience playing were more inclined to have low to moderate levels of self-direction, whereas more advanced players reported intermediate to high levels of self-direction. Cultural expectations were found to play an important role in determining if students desire to be self-directed learners. The quality of the teacher–student relationship and communication were both found to be an important determinant of successful collaboration. These findings suggest that the theoretical application of the SSDL model could provide teachers a means to assess and discern their adult students’ learning needs.
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Kušić, Siniša, and Renata Hasel. "Adult Education Teachers’ Competencies for the Implementation of Sustainable Development." Andragoška spoznanja 27, no. 1 (April 19, 2021): 79–100. http://dx.doi.org/10.4312/as/9879.
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This paper presents the results of a study conducted on a sample of teachers working in adult education in Croatia with the aim of determining whether they possess the competencies needed for the implementation of sustainable development in the teaching process. The results show that the teachers who participated in the study mostly expressed positive attitudes but lower levels of both knowledge about sustainable development concepts and education for it. Even though teachers on average self-evaluated that they possessed almost every generic and specific competency needed for sustainable development, their self-evaluation also shows that they only partially possess the competencies directly connected with the implementation of sustainable development in the adult education teaching process.
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Furness, Jane, Bronwen Cowie, and Beverley Cooper. "Scoping the meaning of ‘critical’ in mathematical thinking for Initial Teacher Education." Policy Futures in Education 15, no. 6 (July 18, 2017): 713–28. http://dx.doi.org/10.1177/1478210317719778.
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Current strong emphasis on literacy and numeracy in New Zealand educational policy, as elsewhere, reverberates in different ways in institutions charged with children’s and adults’ learning. A common response is to locate literacy and numeracy centrally in programmes aimed at preparing children for and enhancing adult participation in 21st century life and work. These agendas overlap in preservice teacher education. Preservice teachers enter Initial Teacher Education (ITE) programmes as adult learners engaged in building literacy and numeracy capability for teaching across the curriculum, working with student achievement data and administrative tasks, aspects of which may also be useful in their wider lives. These activities involve making judgements that require critical thinking, another key policy focus in New Zealand and internationally for children’s and adults’ learning. This article explores meanings of ‘critical’ in the context of mathematical thinking in ITE programmes. Given that mathematically based arguments can have both helpful and harmful consequences for humanity, we propose that development in preservice teachers’ capacity for critical mathematical thinking is crucial. In these times of significant global change we advocate for development of the kind of critical mathematical thinking that facilitates teachers working actively in pursuit of a socially just and sustainable world.
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Kristiansen, Aslaug. "On Teachers’ Interpretations of Responsibility in a Norwegian Language Training Programme." Nordic Studies in Education 42, no. 2 (May 18, 2022): 143–57. http://dx.doi.org/10.23865/nse.v42.3246.
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This study aims to investigate how teachers carry out their professional responsibility in daily teaching. It is conducted at a school that offers language training programs for adult immigrants and refugees. The data is based on participant observation in classrooms and interviews with the teachers. The findings indicate that a clear consciousness of the role of a teacher seems to be a “governing principle” for the practice of professional responsibility, whether the role concerns being accountable regarding the teacher’s contract with the greater society or moral considerations in the daily student and teacher interaction.
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Baughman, Melissa, and Christopher M. Baumgartner. "Preservice teachers’ experiences teaching an adult community music ensemble." International Journal of Music Education 36, no. 4 (June 18, 2018): 601–15. http://dx.doi.org/10.1177/0255761418775128.
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The purpose of this study was to investigate the experiences of four preservice music teachers as leaders of adult chamber ensembles. Through examination of these teachers’ reflections, we sought to answer the following questions: (a) What impact does leading an adult chamber ensemble have on preservice teachers’ perceptions of their instructional behaviors? (b) Which specific instructional behaviors do preservice teachers focus upon when teaching adult learners? (c) How might preservice teachers project their experience teaching adult learners in a community music program to future experiences teaching in formal school settings? Four undergraduate music education majors at a large Midwestern university school of music in the USA participated in this study. Each participant served as a staff member for the university-sponsored New Horizons Band, teaching a weekly, 30-minute small ensemble rehearsal for eight consecutive weeks. Participant responses were examined four ways: (a) responses to a pre-questionnaire, (b) video diary entries, (c) interview transcript, and (d) responses to a post-questionnaire. Preservice teachers’ credited their experiences leading New Horizons chamber groups for their perceived development and mastery of specific instructional behaviors. Implications for music education include the need to engage preservice teachers’ in authentic teaching experiences, promoting transfer to future instructional settings.
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Savenko, Oleksandr, Olga Kaitanovska, and Iryna Shniukova. "World Innovations in vocational Education of Adults." Problems of Education, no. 1(96) (July 16, 2022): 170–86. http://dx.doi.org/10.52256/2710-3986.1-96.2022.11.
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The article reveals global innovations in the field of adult vocational training. The world experience in the field of organization of professional training of adults is also covered. It is proved that the professionalization of adult education requires the training of teachers in this field. In accordance with the research of foreign researchers, a role map and functions of an andragogy specialist have been developed, which help to build an idea of one's problem and make decisions about the educational and professional choice of an adult. The most rational ways of development of the system of training and improvement of pedagogical staff for work with adults abroad are characterized. The importance of the development of adult education in Ukraine based on foreign experience is emphasized. It is proved that the practice of organizing vocational education in foreign countries is based on various forms of non-formal and informal education.
A new program aimed at changing approaches to adult education - New Adult Learning Movement (NALM) - Movement for the renewal of adult education. It is noted that the NALM program can be used for adult education in almost any field of education (technical or humanities, higher or postgraduate education), as its goal is to form a universal culture through the awakening of purposeful human will and development of independent judgment.
Special attention is paid to «validation of non-formal and informal education» (VNIL or VNFIL). Translated from the Ukrainian language as "confirmation / recognition of the results of non-formal and informal education."
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Jarvis, Peter. "Teachers and Learners in Adult Education: Transaction or Moral Interaction?" Studies in the Education of Adults 27, no. 1 (April 1995): 24–35. http://dx.doi.org/10.1080/02660830.1995.11730613.
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Kaywell, Joan F. "Conversations from the Commissions: Preparing Teachers to Teach Young Adult Literature." English Education 33, no. 4 (July 1, 2001): 323–27. http://dx.doi.org/10.58680/ee20011589.
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The Conference on English Education Commission of the Study and Teaching of Young Adult Literature (1999) struggles to define young adult literature in order to help English education instructors achieve NCTE/NCATE approval.
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Beeli-Zimmermann, Sonja. "Extending belief research to adult basic education: an exploration of some adult educators’ beliefs about numeracy and its teaching." Zeitschrift für Weiterbildungsforschung 42, no. 3 (October 31, 2019): 357–77. http://dx.doi.org/10.1007/s40955-019-00149-9.
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Abstract While belief research has become an integral part of the educational research agenda, it has been uneven. One neglected area is the beliefs of adult education teachers. Focusing on five such teachers working in adult basic education and teaching numeracy in Switzerland, this exploratory study uses different data to describe their beliefs about numeracy and its teaching. It is shown that this group holds clearly different views from other groups of adult teachers and it is argued that extending belief research to this target group using different approaches could contribute to a wider knowledge base on beliefs in general.
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Gołębieska-Wesołowska, Agnieszka. "THE IMPORTANCE OF TEACHERS’ CONTINUING EDUCATIONWITH USE OF MULTIMEDIA EDUCATION." International Journal of New Economics and Social Sciences 8, no. 2 (December 30, 2018): 291–300. http://dx.doi.org/10.5604/01.3001.0012.9963.
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The aim of the article is to describe the impact and significance of not only self-education of teachers, but also continuous training on teacher’s comprehensive development in the entire digital space (including multimedia) which he deals with not only in his professional work. Participation in continuous training in the era of infor-mation society is the only way to successfully adapt man to the changes resulting from the progress of civilization. The wealth of organizational forms of teacher education makes education a good accessible to all, regardless of age, level of education or material status. Adults strive to improve their skills and knowledge. Motivation is one of the most important factors determining the effectiveness of adult learning. It should be remembered that the teach-er's role is crucial in the process of teaching and up bringing children and youth. The profession of a teacher is characterized above all by the fact that his area of activity is contact with people, especially children and youth, and the primary purpose of his actions is to educate. Working as a teacher sets requirements, which are not lim-ited only to the transfer of knowledge. These tasks are also the transfer of experiences, stimulation to being crea-tive, active and motivated, which contributes to the shaping of the value system of a young person. Implementation of these tasks may result with the teacher's feeling overloaded with work. It is important whether the beliefs about the teaching profession are reasonable and the skills are adapted to the position. The profession of teacher and educator is combined with the fulfilment of a social role, which includes, among other things: contact with another person, emotional involvement, and possession of appropriate competences, continuous improvement, functioning in difficult situations, strong social exposure and effective working under the stress. We must remember that not all teachers are equally susceptible to stress and not everyone is equally affected by its effects, so the degree of risk of burnout syndrome differs between individual teachers.