ANDRAGOGICAL COMPETENCES AMONG UNIVERSITY TEACHERS
ANDRAGOGICAL COMPETENCES AMONG UNIVERSITY TEACHERS

Author(s): Miroslav Krystoň, Lenka Rovňanová
Subject(s): Pedagogy
Published by: Wydawnictwa Uniwersytetu Warszawskiego
Keywords: andragogical competences; university teachers; professional development; quality of education
Summary/Abstract: The concept of lifelong learning provides opportunities for adult education in all its core categories and across a broad range of educational environments. Despite the potential of informal learning, recent research has been paying only marginal attention to formal adult education. Universities and their teaching staffs play an important role in this segment. The research project Professional Identity and Quality of University Teachers in the Context of Andragogical Competence analyses the current state, perspectives and development of andragogical competences in academic staffs. In its initial stage, the research aimed to identify 1) how teachers subjectively perceive their own andragogical competences, and 2) how their competences were assessed by their students (N1=425 students; N2=10 teachers). A combination of quantitative and qualitative approaches was used: 1) a three-dimensional self-designed questionnaire, and 2) Q-methodology (N=73 students). The results were analysed and compared to verify empirically the proposed model of a quality university teacher, with primary focus on their andragogical competences.

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