Adult Educators' Core Competences

Autor/in	Wahlgren, Bjarne
Titel	Adult Educators' Core Competences
Quelle	In: International Review of Education, 62 (2016) 3, S.343-353 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-016-9559-4
Schlagwörter	Adult Educators; Adult Education; Minimum Competencies; Educational Needs; Comparative Analysis; Teacher Competencies; Knowledge Base for Teaching; Prior Learning; Educational Environment; Transformative Learning; Competence; Adult Learning; Andragogy; Teacher Qualifications; Teaching Skills; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Adult; Adults; Education; Adult basic education; Fundamentum; Mindestwissen; Educational need; Bildungsbedarf; Lehrkunst; Teaching theory; Theory of teaching; Unterrichtstheorie; Vorkenntnisse; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Pädagogische Transformation; Kompetenz; Adulte education; Andragogics; Andragogik; Lehrqualifikation; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	Which competences do professional adult educators need? This research note discusses the topic from a comparative perspective, finding that adult educators' required competences are wide-ranging, heterogeneous and complex. They are subject to context in terms of national and cultural environment as well as the kind of adult education concerned (e.g. basic education, work-related education etc.). However, it seems that it is possible to identify certain competence requirements which transcend national, cultural and functional boundaries. This research note summarises these common or "core" requirements, organising them into four thematic subcategories: (1) communicating subject knowledge; (2) taking students' prior learning into account; (3) supporting a learning environment; and (4) the adult educator's reflection on his or her own performance. At the end of his analysis of different competence profiles, the author notes that adult educators' ability to train adult learners in a way which then enables them to apply and use what they have learned in practice (thus performing knowledge transfer) still seems to be overlooked. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01