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Theories of Action and Theories-in-use of Adult Educators. Motivation, Obstacles and Individual Differences in Teachers’ Training

Labrina C. Gioti
School of Pedagogical and Technological Education (ASPETE)/Department of Pedagogy, Athens, Greece
Abstract—This paper1presents part of the findings of an empirical research which was designed with mixed methodology. The findings concern the School Counselors’ theories of action and theories-in-use upon the motivation, the obstacles and the individual differences in the learning of teachers, in the context of continuing education/training as it is conducted in the framework of their institutional role. The research outcome shows that Counselors’ espoused theories draw mostly from radical and progressive educational philosophy of adult education, while their theories-in-use are controversial and eclectic, mainly grounded to a humanistic and progressive framework. Their theories-in-use emphasize to meet teachers’ needs and instigate their learning providing positive motives and blunt the obstacles that result from their individual differences and the imposed institutional frame of teachers’ training.
 
Index Terms—adult learning, continuing education, teachers’ training, theories of action, theories-in-use, motivation, learning obstacles

Cite: Labrina C. Gioti, "Theories of Action and Theories-in-use of Adult Educators. Motivation, Obstacles and Individual Differences in Teachers’ Training," International Journal of Learning and Teaching, Vol. 5, No. 3, pp. 233-238, September 2019. doi: 10.18178/ijlt.5.3.233-238
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