Preparing adult educators for counselling older adult learners: lessons learned from a professional development programme in Hungary

Abstract

ABSTRACTThis qualitative study focuses on the professional development aspects of adult educators who teach languages to older learners by using one-to-one counselling. Open-ended questionnaires were used to explore participating adult educators’ reflective practice during and after the professional development programme. We used a grounded theory approach and network analysis in this research. The scaffolded reflective practice that adult educators experienced in the programme contributed to their development of learner self-awareness. Junior-and mid-career educators underscored the significance of peer- and instructor-supported feedback. In the case of older adult educators, instructional clarity and organisation were identified as particularly crucial in aiming to directly link theory to practical applicability of learner autonomy development. Deepening adult educators’ understanding about instructional approaches that enhance effective learning may also contribute to developing their own learning skills and competences. These findings may have implications for constructing professional development programmes targeted at adult learning professionals who deal with older adults’ learner autonomy development.KEYWORDS: pedagogical programlearner autonomy developmentone-to-one counselling for autonomous learning Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsEmese SchillerEmese Schiller works as an assistant professor at the Institute of Adult Education and Knowledge Management, Faculty of Education and Psychology of Eötvös Loránd University (ELTE), Budapest, Hungary. She researches adaptations of one-to-one counselling for autonomous learning to support the specific needs and interests of older adults. Her most recent research is on the potentials of intergenerational learning programmes that are based at higher education institutions.Helga DornerHelga Dorner is associate professor and director at the Institute of Research on Adult Education and Knowledge Management at the Faculty of Education and Psychology of Eötvös Loránd University. She is also a Fellow of the Higher Education Academy. She researches teaching innovations, academic professionalism and mentoring for teaching in higher education.