Abstract
The main objective of this research is to investigate the significance of adult educators’ mentoring in the application of experiential and participatory teaching techniques. Bearing in mind that teaching techniques play a major role in adult education, emphasis is given on examining whether adult educators need mentoring for a more effective implementation of these techniques. More specifically, the study focuses on researching a sample of 337 educators’ opinions concerning the extent they need mentoring and in which particularly teaching techniques. According to participants in the research, mentoring process has a significant impact on the effective use of experiential and participatory teaching techniques. Thus, research findings indicate that mentoring can become a useful tool for enhancing their knowledge and skills helping them become “better educators”.
Highlights
1.1 Adult Education and Characteristics of Adult LearnersOver the last years, adult education has evolved significantly worldwide and has been institutionally diversified as a professional practice as well as a field of scientific study and research
Adult learners are in the middle and not at the beginning of an evolving development process and they have already established a considerable background of accumulated knowledge, experiences and values which can add to the learning process
The present study focused on specific research questions: a) to what extent do adult educators in their view need mentoring support in the design and implementation of these techniques? b) To what extent do they use these participatory techniques in practice? c) which specific techniques need more mentoring support?
Summary
1.1 Adult Education and Characteristics of Adult Learners. Adult education has evolved significantly worldwide and has been institutionally diversified as a professional practice as well as a field of scientific study and research. The field of adult education is experiencing particular growth in many countries, as more and more adults participate in various learning processes, depending on their inclinations, interests and goals (Fehring & Rodrigues, 2017). As most adult education programmes are not obligatory, participants are usually self motivated having a voluntary and conscious participation in the learning process. Apart from that, adults participate in the respective learning processes with given intentions and expectations and usually have high demands from an educational program. Adult learners usually have increased personal, family and social responsibilities, which affect their available time (Jarvis, 2010; Chugai, Terenko, & Ogienko, 2017)
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