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Teachers and Trainers in Adult and Lifelong Learning

Asian and European Perspectives

Edited By Regina Egetenmeyer and Ekkehard Nuissl

What competences are needed in future by people working within adult and lifelong learning? What pathways of professionalisation are available to them in Europe and Asia? What are the actual effects of teacher training? What are the specific responsibilities of adult and continuing education teachers and trainers? The book focuses on teachers and trainers in lifelong learning and their professional development. Therefore it gives an insight into the state of the art of professional development in Southeast Asia, Europe, China and India. Furthermore, professionalisation in adult and lifelong learning is explored under the headings of the effects of teacher training, role-professionals, competences profiles and the question of responsibility. It also gives an insight into initiatives to professionalise the people working in adult and lifelong learning.


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Exploring Professionalisation in Adult and Lifelong Learning 77


Exploring Professionalisation in Adult and Lifelong Learning 79 Lea Lund Larsen, Bjarne Wahlgren Effects of teacher training Teacher training is a well-established research area. The objectives in the area of teacher train- ing have mostly been to define the competences needed for being a qualified professional teacher. The effect of teacher training has been in focus too, but seldom in relation to adult learning. We call on politicians, practitioners and researchers to ask the simple questions: When you provide train- ing programmes for adult teachers – newcomers or experienced, short or long courses – how can you tell that you are on the right track? How can you tell that you are improving the competences most needed or with the greatest impact on the adult learners? The questions are simple but the answers are complex and difficult to give based on evidence research. 1. Existing knowledge concerning the effect of teacher training in relation to adult learning1 A certain part of a systematic review (Prebble, Hargraves, Leach, Naidoo and Suddaby 2004) is of interest here. The review comprised an examination of more than 150 international studies, including 33 primary studies, and the conclusion of the review was that: ‘Through a variety of academic development interventions, teachers can be assisted to improve the quality of their teaching’ (Rivers 2005). The interventions mentioned have been further divided into five sub-propositions: 1. Short training courses are unlikely to lead to significant change in teaching behaviour. They tend to be most effective when used to disseminate...

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