Professional Development Process for Active Aging Learning Lecturers: Exploration, Growth, and Performance
This study explored the professional development process for active aging learning lecturers (AALLs). We conducted semi-structured interviews with 18 lecturers (5 male and 13 female lecturers) who were aged between 38 and 71 years. The results are as follows: (1) The participants’ teaching professional development process can be divided into three phases, namely study exploration, professional growth, and professional display; (2) The first phase describes the experience process pertaining to the gaps between education and several dimensions (i.e., life experience, reflection, and experience integration); the directions and goals of AALLs were also confirmed during this phase; (3) During the professional growth of AALLs, they realized the importance of professional improvement, engaged in diversified training and learning, and integrated and increased their application of senior teaching theories and practices; (4) The interviewed AALLs demonstrated strong enthusiasm and belief and integrated teaching and cross-professional knowledge, and they were committed to the educational dimensions of teaching, cultivation, inheritance, and contribution. The findings of this study can serve as a reference for training units involved in senior education and lecturer teaching and for further research on interprofessional older adult teaching.
|關鍵詞||專業發展、經驗學習、樂齡教學、樂齡學習、professional development、experiential learning、older adult teaching、active aging learning|