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Web End = Int Rev Educ (2016) 62:343353
DOI 10.1007/s11159-016-9559-4
RESEARCH NOTE
Bjarne Wahlgren1
Published online: 5 May 2016 Springer Science+Business Media Dordrecht and UNESCO Institute for Lifelong Learning 2016
Abstract Which competences do professional adult educators need? This research note discusses the topic from a comparative perspective, nding that adult educators required competences are wide-ranging, heterogeneous and complex. They are subject to context in terms of national and cultural environment as well as the kind of adult education concerned (e.g. basic education, work-related education etc.). However, it seems that it is possible to identify certain competence requirements which transcend national, cultural and functional boundaries. This research note summarises these common or core requirements, organising them into four thematic subcategories: (1) communicating subject knowledge; (2) taking students prior learning into account; (3) supporting a learning environment; and (4) the adult educators reection on his or her own performance. At the end of his analysis of different competence proles, the author notes that adult educators ability to train adult learners in a way which then enables them to apply and use what they have learned in practice (thus performing knowledge transfer) still seems to be overlooked.
Keywords Adult educators Competences Core competences Comparative
perspective
Rsum Comptences fondamentales des ducateurs dadultes De quelles comptences ont besoin les ducateurs dadultes professionnels ? Cette note de recherche analyse le sujet dans une perspective compare et constate que les comptences requises chez les ducateurs dadultes sont diversies, htrognes et complexes. Elles dpendent du contexte en terme denvironnement national et culturel ainsi que du type dducation des adultes concern (enseignement de base,
& Bjarne Wahlgren [email protected]
1 Aarhus University, Tuborgvej 164, 2400 Copenhagen NV, Denmark
http://crossmark.crossref.org/dialog/?doi=10.1007/s11159-016-9559-4&domain=pdf
Web End = http://crossmark.crossref.org/dialog/?doi=10.1007/s11159-016-9559-4&domain=pdf
Web End = http://crossmark.crossref.org/dialog/?doi=10.1007/s11159-016-9559-4&domain=pdf
Web End = http://crossmark.crossref.org/dialog/?doi=10.1007/s11159-016-9559-4&domain=pdf
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Web End = Adult educators core competences
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enseignement professionnel, etc.). Nanmoins, il semble possible didentier des comptences indispensables qui dpassent les frontires nationales, culturelles et fonctionnelles. La prsente note de recherche synthtise ces exigences communes ou fondamentales, en les classant selon quatre sous-catgories thmatiques : 1) communiquer des connaissances sur un sujet, 2) tenir compte des acquis des apprenants, 3) favoriser un...