Understanding the EFL Lecturers' Beliefs about Their Professional Learning from the Lens of Malcolm Knowles Theory of Andragogy
DOI:
https://doi.org/10.18196/ftl.2117Keywords:
Andragogy, adult learning, professional learning, teaching competenciesAbstract
The establishment of Teacher and Lecturer Law No. 14/ 2005 has an implication that all lecturers in Indonesia should maintain their professionalism in order to improve the teaching and learning process.In an attempt to be professional, lecturers are expected to carry out on-going professional learning. This study aims to seek the perceptions of English as a Foreign Language lecturers about their professional
learning in a language training centre of a private university in Indonesia. Underpinned by interpretive paradigm and naturalistic design, the study employed qualitative methods using focus group interviews by which seven EFL lecturers were included as the participants. The finding of the study reveals that professional learning activities conducted by the participants are perceived as a compulsory activity, a result of their experiences, their learning orientation, their learning passion, and their internal motivation.
These findings, in fact, corroborate the principles of adult learning theory of Malcolm Knowles called Andragogy which is based on the learning principles such as self-concept, readiness to learn, orientation to learning, adult learner experience, and motivation to learn.
References
Alkadhi, S. (2008). Learning theory: Adult education: Andragogy. Unpublished manuscript, California State University, Monterey Bay, California, CA.
Beavers, A. (2009). Teachers as learners: Implications of adult education for professional development. Journal of College Teaching and Learning, 6(7), 25-30.
Bryman, A. (2012). Social research methods. Oxford: Oxford university press.
Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE journal, 16(2), 137-159.
Department of Education, & Northern Territory of Australia. (2005). Professional learning in effective schools. Melbourne: Leadership and Teacher Development Branch Ofce of School Education.
Easton, L. B. (2008). From professional development to professional learning. Phi Delta Kappan, 89(10), 755-761.
Gregson, J. A., & Sturko, P. A. (2007). Teachers as adult learners: Re-conceptualizing professional development. Journal of Adult Education, 36(1), 1-18.
Hardy, I., & Wagga, W. (2009). Teacher professional development: A sociological study of senior educators' PD priorities in Ontario. Canadian Journal of Education, 32(3), 509-532.
Jasper, M. (2006). Reection, Decision-Making and Professional Development (Vital Notes for Nurses): Blackwell Publishing, Oxford.
Karagiorgi, Y., Kalogirou, C., Theodosiou, V., Theophanous, M., & Kendeou, P. (2008). Underpinnings of adult learning in formal teacher professional development in Cyprus. Journal of In‐service Education, 34(2), 125- 146.
Kessels, J. W., & Poell, R. F. (2004). Andragogy and social capital theory: The implications for human resource development. Advances in Developing Human Resources, 6(2), 146- 157.
Knowles, M. S. (1984). Andragogy in action: Applying modern principles of adult education. San Francisco: Jossey-Bass
Krueger, R. A., & Casey, M. A. (2014). Focus groups: A practical guide for applied research. New Delhi, India: Sage publications.
Little, J. W. (1987). Teachers as colleagues. In V. Richardson-Koehler (Ed.), Educators' handbook:A research perspective (pp. 491- 518). New York: Longman.
Mayer, D., & Lloyd, M. (2011). Professional learning: An introduction to the research literature. Melbourne: Australian Institute for Teaching and School Leadership.
Merriam, S. B. (2001). Andragogy and self‐directed learning: Pillars of adult learning theory. New directions for adult and continuing education, 2001(89), 3-14.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2012). Learning in adulthood: A comprehensive guide. San Francisco, CA: John Wiley & Sons.
Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publication.
Purwanti, E. (2016). Building Professional Learning: Lesson Study as a model of collaborative reective practice in English
Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publication.
Purwanti, E. (2016). Building Professional Learning: Lesson Study as a model of collaborative reective practice in English as a Foreign Language Teaching in Indonesia.(Unpublished doctoral thesis). Monash University, Victoria, Australia.
Schwartz-Shea, P., & Yanow, D. (2012). Interpretive research design: Concepts and processes. New York: Routledge.
Seidel, J. V. (1998). Qualitative data analysis. Qualis Research, 1-15.
Supriatna, A. (2011). Indonesia's Issues and Challenges on Teacher Professional Development. Paper presented at the CICE 4 Africa-Asia University Dialogue for Educational Development Report of the International Experience Sharing Seminar (2): Actual Status and Issues of Teacher Professional Development. Hiroshima University.
Thorne, S., Kirkham, S. R., & O'Flynn-Magee, K. (2004). The analytic challenge in interpretive description. International Journal of Qualitative Methods, 3(1), 1-11.
Timperley, H. (2011). Realizing the power of professional learning. Berkshire: McGrawHill International.
Walsham, G. (2006). Doing interpretive research. European journal of information systems, 15(3), 320-330
Downloads
Published
How to Cite
Issue
Section
License
Copyright
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories, social media account, or on their website) after the article getting published in the journal, as it can lead to productive exchanges and earlier and greater citation of published work (See The Effect of Open Access).License
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
.png){kind=logo}
