| dc.description.abstract | Self-directed learning is viewed by many specialists as one of the main aspects of Adult
Education, due to the autonomous nature of adults. Such autonomy presents a challenge to
teachers, who must share with their adult students at least part of the responsibility for the
various aspects of their learning process. Indeed, educational methodologies can be divided
into student-centered and teacher-centered methods.
This quantitative study aims to explore how teachers of adults share responsibility
with their students, and how these teachers view their primary role as adult educators, based
on aspects of Adult Education and Self-directed Learning theories. Data was collected
through a self-administered web questionnaire, made available to teachers of adults who act
in a variety of professional settings.
The findings from this study indicate that, in general, Adult Education is teachercentered,
and that the level of students' self-direction allowed in Adult Education practice
varies according to the type of education, institutional rules and guidelines, students'
educational level, and teachers' age. Teachers do not view themselves as the absolute
authority in the classroom, but rather as motivators, guides, or subject experts. This
perception is influenced by teachers' professional experience with both adults and children. | nb_NO |
