Underpinnings of adult learning in formal teacher professional development in Cyprus

Abstract

Despite controversy in the literature, the present article assumes that the adult learning theory provides a powerful framework for evaluating training practices. This study explores the degree to which adult learning traits are embedded in optional seminars, the primary form of formal in-service teacher training in Cyprus and a traditional, structural approach towards teacher development. A quantitative research design is employed, with a nationally representative number of participants. Teachers' views indicate adult learning as multidimensional, with the emerging factor structure similar to that derived from relevant literature, as to the extraction of the factors: orientation to learning, readiness to learn, accumulated experience and self-concept. Two additional factors -organization of seminars and dissemination of results -show that these two dimensions should also be taken into consideration in training design. Although teachers' views about optional seminars appear predominantly positive, such optimistic outcomes should not be projected in uncritical ways since positive attitudes could be attributed to the voluntary character of participation and the subconscious application of adult learning strategies by trainers. Despite such limitations, possible action should focus, among others, on training the trainers, restructuring organizational aspects as well as enhancing dissemination practices.

Understanding the EFL Lecturers' Beliefs about Their Professional Learning from the Lens of Malcolm Knowles Theory of Andragogy

“…The situation when adult learners, in this case the EFL lecturers, develop their knowledge as their response to their current problems and apply solutions to the problems is what Malcolm Knowles identied as 'orientation to learning'. This nding is also similarly found in the study conducted by Gregson andSturko (2007), Terehoff (2002), and Karagiorgi, et al (2008), in which teachers are encouraged to learn because they face problems and thus they are challenged to nd the solutions. Being adult learners, this type of learning becomes possible to do for these participants.…”

“…The other study focussing on andragogy theory which stated that the adult learning theory contributed to a good design for evaluating training services was carried out by Karagiorgi, Kalogirou, Theodosiou, Theophanous, and Kendeou (2008). Located in Cyprus, the study investigated adult learning which was attached to optional seminars as the primary form of formal in-service teacher training.…”

‘The exchange of ideas was mutual, I have to say’: negotiating researcher and teacher ‘roles’ in an early years educators’ professional development programme on inquiry-based mathematics and science learning

“…One also needs to note the prevalence of more traditional PD provision, which usually takes the form of 'experts' delivering information at 'off-site' meetings (Karagiorgi and Lymbouridou 2009) and is individual and voluntary (Karagiorgi and Symeou 2006). Although there have been calls for AR (for example, Koutselini 2007, Karagiorgi et al 2008, systemic support for reflection, self-study and feedback on teaching is rather weak (Karagiorgi and Nicolaidou 2009). Against these odds, this study seems to point towards possibilities of challenging teacher and researcher roles amongst early childhood educators, and what follows is a discussion of how the findings suggest this became possible.…”

Adaptação Dos Primeiroanistas À Universidade

“…Terá, até, o professor de passar por um processo que implique a inversão de papéis, isto é, o professor só reconhecerá verdadeiramente os problemas de aprendizagem do aluno se encarnar o seu papel numa posição de aluno, como propõem os resultados das descobertas investigativas lideradas por Yeh e Yang (2011). Enxerta-se, por isso, muito próximo de um paradigma construtivista (Cain & Milovic, 2010) e noutras abordagens contemporâneas relativas a estratégias vinculadas à resolução de problemas que poderiam proporcionar respostas efetivas para o professor do século XXI (Karagiorgi, Kalogirou, Theodosiou, Theophanous, & Kendeou, 2008) ou, também, no dizer de Dabner, Davis, e Zaka (2012, p. 17) pelo recurso a "authentic project-based learning".…”

“…As possibilidades de formação docente devem, igualmente, ser equacionadas pela reestruturação de aspetos organizacionais, cuja formação de formadores deve merecer uma atenção particular (Karagiorgi et al, 2008). Neste sentido, as práticas de formação profissional bem sucedidas, terão que ter presente que as oportunidades de formação devem ir ao encontro das expetativas e dos contextos em que os professores se encontram inseridos (Macdonald & Poniatowska, 2011).…”