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Abstract
Based on short introduction into the e-portfolio method, this contribution focuses on experiences and challenges for adult education: For that, it describes best practice, current projects and initiatives in European adult and continuing education. Additionally, the results of interviews with experienced adult educators who have already worked with the e-portfolio method will be referred: The interviews focus on competencies that educators need, if they are working with the e-portfolio method. In a short outlook, requirements for a future professional development and training for e-portfolio trainers in adult education will be sketched.
Highlights
Based on short introduction into the e-portfolio method, this contribution focuses on experiences and challenges for adult education: For that, it describes best practice, current projects and initiatives in European adult and continuing education
NEEDED COMPETENCIES FOR TEACHERS IN ADULT EDUCATION: THE RESULTS OF EXPERT INTERVIEWS According to Graham Attwell (1997) and in respect to the implementation of e-portfolios teachers in schools have to be able to “provide technical support, organize the contexts and communities of learning, formulate organisational objectives, facilitate the structure of portfolio contents, facilitate reflection, guide and monitor the students advancement through the integral cycle of investigative learning, help in the evidence of competences, support planning, interact an conduct conversation with the students, plan an assess the overall process“ [12]
What is about professional teachers and trainers in adult education? And what is the role of adult education providers?
Summary
THE RESULTS OF EXPERT INTERVIEWS According to Graham Attwell (1997) and in respect to the implementation of e-portfolios teachers in schools have to be able to “provide technical support, organize the contexts and communities of learning, formulate organisational objectives, facilitate the structure of portfolio contents, facilitate reflection, guide and monitor the students advancement through the integral cycle of investigative learning, help in the evidence of competences, support planning, interact an conduct conversation with the students, plan an assess the overall process“ [12]. What is the role of adult education providers? The named aspects and terms had been sorted into the following categories: knowledge, skills and attributes – following a concept of competencies used by the UK-FENTO standard [14], [15]. This investigation is embedded in a permanent process of pedagogical innovation and is based on the aim to get more knowledge of the needs of adult educators within this process of introducing the e-portfolio method in an adult education institution (Volkshochschule). In contradiction to the above quotation they do not have to provide technical support
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