How Experienced Teachers Teach Lifelong Learners

Abstract

Educating professionals in continuing higher education significantly differs from educating students in traditional university programs. This study aims to investigate the pedagogical approaches of experienced teachers. The insights gained are intended to inform the development of an upskilling program for novice teachers in lifelong higher education, thereby enhancing their didactical skills in this unique educational setting. This research employed six semi-structured interviews with experienced teachers within a Diploma of Leadership Program, analyzed through a grounded theory approach. The study presents two principal findings: First, teachers who pay close attention to their students' practices often use more experimental teaching methods. Second, the analysis revealed three distinct teaching roles adopted by teachers: Facilitator, Coach, and Challenger. These roles underscore the multifaceted nature of teaching in continuing higher education. While all teachers act as facilitators, coaches, and challengers, they do so to varying degrees. The conclusions suggest that developing a program to support teachers in lifelong learning contexts should focus on expanding their awareness of educational impacts and outcomes, incorporating experiential learning techniques, and recognizing the value of a diverse learning community.