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Professionalisation of Adult Educators

International and Comparative Perspectives

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Edited By Susanne Lattke and Wolfgang Jütte

In many regions of the world, professionalisation in adult and continuing education is brought into the focus of educational policy and research. Various fields of practice are looking for scientifical and political support in raising the level of professionalism. While there are no simple lessons to be learned from other countries, a closer analysis of international experience may reveal common and diverging interests. It may also provide worthwhile insights into opportunities and risks surrounding professionalisation. This edited volume is intended to further stimulate international exchange, cross-country approaches and comparative research in this field. It includes contributions to the theoretical debate and to the development of (comparative) research as well as reports on research findings and development activities concerning the professionalisation of adult educators.
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Adult education teachers’ pedagogical-psychological knowledge. Potential elements and test development

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← 164 | 165 → Christian Marx, Annika Goeze, Josef Schrader

In all educational sectors teachers are the crucial factors in instructional situations. However, there is still a lack of empirically sound facts about teachers’ competences providing the ground for truly professional (i.e. not layperson) performance. A supposedly non-domain specific aspect of teacher competence is the pedagogical-psychological knowledge (PPK) which has been hardly empirically investigated in the field of adult education. PPK is conceptualised as general knowledge for teachers of all educational contexts and subjects. Yet, there is no empirical evidence for this hypothesis. The authors report on the first developmental steps of an objective, reliable and valid test instrument assessing the general PPK of teachers using videos as item stimulus material as well as text-based stimuli which are commonly used in classical paper-pencil or online tests.

Teachers in all educational sectors face different challenges like communicating with diverse stakeholders, planning and evaluating courses, etc. Yet, teachers’ central task remains teaching. In the context of learning and instruction, teachers play a key role in addition and in interaction with other factors such as learner characteristics. This is not only common sense, but also stated in research framework models, e.g. in Helmke’s (2007) “opportunity and usage model” of instruction and learning (“Angebots-Nutzungs-Modell”) (see Schrader’s adaptation for adult education (2013)). For the school context, educational research has repeatedly shown that teachers’ individual characteristics and classroom performance are potent predictors for learners’ outcomes (e.g. Baumert et al. 2010; Klusmann, Kunter, Trautwein, L...

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