ADULT EDUCATION IN CONTINUING TRAINING

Abstract

The article is a plea for the education of adults, continuously, as part of their lifelong learning. The main arguments are: professional development, personal development, occupational diversification, completion/ updating of experience, adaptation to society. From a theoretical point of view, adult education must regard: self-determination, the role of experiences, their preparation and orientation for learning, internal motivation and the need for knowledge. At the application level, following interactions in short training courses with teachers engaged in lifelong learning, several options for transformative learning have emerged, which support the needs of personalization, so that the skills developed can be used in both professional contexts (formal) as well as in non-formal or informal ones. By reporting to the highly computerized society, now, but also in the future, adults can be successfully framed in forms of low-frequency, blended-learning, distance learning. However, the continuing training of teachers also encounters difficulties, resistance to change as there are personal differences in grasping its relevance. Our critical analysis has weighed the strengths, the weaknesses, the opportunities and the threats, and what remains important is the identification of realistic solutions, not pessimistic, constructive and well-founded ones. Therefore, in order to integrate the competencies required by the current society into the didactic approach, continuing training courses can be implemented, the actual integration can be used, through personal reorganization or through managerial or collegial support, in participating in online learning communities and sharing teaching experiences.

Keywords

• adult education
• continuing training
• teaching career
• transformative learning
• personalization of learning