The Role of the Adults’ Educator in Teacher Training Programs

Abstract

The adult educators must acquire formal and substantive qualifications and develop skills that contribute to achieving the best learning outcomes. This paper dealt with the role of the adults' educator in teacher training programs.The role of the teacher training programs is to enhance an educational relationship, based on equity, between the teacher and the learner, with respect to the learners' needs and treatment as mature personalities with independent expertise. This research intended to investigate whether adult education methods are applied in teacher training programs and to describe the profile of the adult educator. The paper used the qualitative method. The major research results highlighted teachers believe that the adult educator plays a paramount role in their training and they insist that he must have good knowledge of adult education, experience as a trainer, and respect for his learners, empathy, and tolerance and he must also understand the special features of the adult learners.

Exploring Trends and Challenges in Professional Development of Adult Educators across European Member States: Insights and Recommendations for Improvements

“…New roles for adult learning practitioners are linked to evolving competence requirements (Lattke & Zhu, 2010;Tzovla & Kedraka, 2020). While adult education definitions are broad, they encompass activities like teaching, management, counseling, and media, all necessitating specific competencies (Nuissl, 2010).…”

“…Meeting these demands requires tailored professional development designed to equip educators with the necessary skills and competences (Nuissl, 2010). Professional development serves as a crucial pathway for ongoing support and skill acquisition (Lattke & Zhu, 2010;Tzovla & Kedraka, 2020).…”

Second Chance in Vocational Education and Training of Adults in Slovakia: Second or Wasted Chance?

“…Placed in front of any target group of adults in any setting, no specific training for teaching adults is required in spite of the fact that adult education should play a key role not only in further education but also in formal education (Karikova et al, 2018;Tzovla & Kedraka, 2012). Teachers usually do not have the competences of an adult educator; thus, they apply the pedagogical competences they had acquired (Ravneberg, 2003).…”

Planning and Implementation of an Educational Programme for Adult Educators’ Training: The Case Study of a 25-hour Distance and Face-to-Face Programme

“…The design of an educational programme is influenced by many factors that affect its effective implementation and successful outcome (Tzovla & Kedraka, 2020;Zaitseva & Goncharova, 2020). These factors relate to the specific characteristics of the target population, from which the group of trainees emerges, the selection of suitable trainers, the teaching methodology followed, the time of the programme and its overall duration, the cost of attendance, its structure in terms of whether it is distance, face-to-face or a combination of both, the logistical infrastructure and facilities of the programme venue (if face-to-face), and the online platforms (if e-learning).…”

“…The selection of educators is one of the most important factors involved in the design and implementation of a training programme (Tzovla & Kedraka, 2020;Vergidis & Karalis, 2008). Any educational process has a humancentred dimension, as the human factor largely shapes the learning climate and conditions.…”