Influences on teacher trainers’ lifelong learning competencies
Abstract
The purpose of this paper was to explore teacher trainers’ perceptions of lifelong learning competences as well as the impacts of new learning communities and learning strategies on their competences. Semistructured interviews were conducted with 12 teacher trainers in education degree colleges in Myanmar selected by purposive sampling. According to the findings, they perceived lifelong learning as a learning to keep update with the contemporary things. They generally reported high confidence in their competences related to learning to learn, literacy, multilingualism, and digitalism; they reported less competences with science and math as well as entrepreneurialism and multilingualism. The teacher trainers reported both positive and negative effects of new learning communities on their lifelong learning competencies, particularly in the areas of digital and multilingualism competences. In response, most participants used self-regulated learning strategies to gain teaching competences, which then influenced their lifelong learning capacities.
Author Biographies
Anikó Kálmán
She is recognized as one of the few experts in Hungary in the field of Lifelong Learning and Andragogy. She got her PhD degree in 1999 in Educational Science and the Habilitated Doctor (Dr. habil.) qualification in 2007 in Management and Organizational Sciences.
Among others, she is currently Rector’s Adviser at the University of Nyíregyháza and associate professor at Budapest University of Technology and Economics (BME), academic staff member at the Doctoral School of the Faculty of Education and Psychology at Eötvös Loránd University, Budapest and in the Educational Doctoral School at the University of Szeged. She was executive president of MELLearN Hungarian National University Lifelong Learning Network between 2002-2015 and was elected to the SEFI Board of Directors in 2014. In 2015, she worked as a visiting lecturer at Tampere University of Applied Sciences.
Her research fields include lifelong learning, staff development, adult education, methodology, the knowledge triangle and the new ecosystem.
Phyu Win
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