This paper is an exploratory review of selected literature that focused on adult learning facilitators' professional identity. We employed the snow-ball technique for selection and followed the review protocol by Beijaard, Meijer, and Verloop (2004) to explore empirical studies that discussed how professional identity is defined, what constructs encompass professional identity, which methodologies are relevant when studying professional identity and what are adult learning facilitators' common characteristics as professionals. Our review shows that the studies included have a common understanding of professional identity: it is conceived of as a dynamic construct which encompasses job motivation and future vision as well. Narrative interview with biographical perspectives was used as the main research method in all the reviewed studies. This exploratory review offers a set of perspectives which could be considered as entry points into an in-depth (empirical) study of adult learning facilitators' identity formation in various regional and national contexts.
The paper aims to investigate Hungarian senior language learners’ motivational profile with a special attention to factors influencing their motivational intensity. We focused on the significant features of Hungarian senior language learners’ motivational behaviour and conducted a survey with thirty senior Hungarian students learning English as a Foreign Language (FL). This instrument was constructed based on Gardner’s socio-educational model and Tremblay and Gardner’s model of second language (SL) motivation. We performed a series of statistical analyses on the data. The results of multiple regression analyses show that the most influential factors regarding motivational behaviour of older language learners in this context are attitude towards leaning the SL and goal specificity.
Authors:Gorana Misic, Margaryta Rymarenko, and Helga Dorner
This paper focuses on exploring the intellectual basis for establishing an academic development program for international doctoral students in social sciences and humanities in Central Europe so as to cultivate a reflective scholarly approach to teaching early on in their academic career. The program conceptions and practices are embedded in the notion that a scholarly approach to teaching integrates the understanding and demonstration of knowledge about teaching and necessitates a continuous learning process about teaching through reflection and through conducting research on teaching in the various disciplines. In particular, taking on board the domains of teaching knowledge which derived from the kinds of reflections on teaching (cf. Kreber & Cranton, 2000; Mezirow, 1991), instructional, pedagogical and curricular knowledge and continuous reflection at the level of content, process as well as premise, are represented in an integrative manner in our overarching program principles and pedagogical strategies. As we see, professionalization of doctoral students' teaching practice in higher education (cf. Lueddeke, 2003) is particularly important in the context of enhanced faculty mobility and internationalization. Therefore, this paper aims to contribute to the literature and practice on establishing academic development programs, especially in academic environments with low institutional support for teaching and lack of formal requirements for professional development.