TEACHING METHODS, TEACHER TRAINING AND ADULT EDUCATION. A SURVEY IN THE MOLISE REGION (ABSTRACT)
University of Molise
keywords: teaching methods, adult education, CPIA, digital literacy, communities of practice
An important issue in relation to adult education is the initial and in-service training of teachers and the teaching methods they use. Nationally and internationally, there is an established focus (e.g., Demetrio 2003, Brocket 2015) on the teaching methodologies to be used within adult education.
The survey presented here involves and concerns the teachers of the Centers for Adult Education (CPIA) of the Molise region. A questionnaire structured in five sections was proposed to them. The first is related to previous experiences and motivation that led them to work in adult education, the second to their training, the third is centered on the methodologies used, the fifth concerns collaboration among colleagues, the sixth and last is instead related to desires and expectations.
The results that emerged highlighted a number of positive elements and some critical issues, offering insights into possible actions to support their professional action.
The following positive elements emerged:
- high motivation of teachers in choosing to work in adult education often gained from prior experience;
- a good familiarity with digital literacy in relation, for example, to the retrieval of resources from the web for teaching activities;
- extensive use of images and video perceived as effective from a learning perspective;
- a widespread desire to pursue a professional career in adult education;
- a high level of satisfaction;
- a broad willingness to produce and share instructional materials.
Critical issues are related to:
- gaps in initial training;
- difficulty in finding a balance between traditional and predominantly passive methodologies (such as lecture) and active methodologies (such as cooperative learning);
- not high levels of video production;
- wide possibilities for improvement in collaboration among colleagues.
The results that emerged, clearly related to the specificity of the sample, allow us to offer useful suggestions for interventions to support teachers, both starting with explicitly formulated requests such as those related to digital literacy, and considering those indirectly reported such as support for professional communities of professional practice (Wenger 1998).
Brockett, R.G. (2015), Teaching adults. A Practical Guide for new teachers, Wiley,
San Francisco. Demetrio, D. (2003), Manuale di educazione degli adulti, Laterza, Roma – Bari.
Wenger, E. (1998), Communities of Pactice, Cambridge Univesity Press, Cambridge.