Contextual conditions (such as curriculum design, policy and funding regimes) shape what adult educators do and what they and their training providers believe they can do. Reflective practice is a marker of an effective adult educator and undertaking their own research is one way of providing prompts for deep reflection.
A total of 23 adult educators and managers from two CET centres were interviewed for this study. Adult educators from these centres undertook their own practitioner research projects, facilitated by IAL, to explore approaches to learning and teaching. This informed an online survey of 592 WSQ adult educators to investigate their beliefs, professional learning experiences and approach to training (The report from this survey will be ready in the third quarter of 2011).
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