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首页> 外文会议>International Technology, Education and Development Conference >(1493) LIFE-LONG LEARNING - MOTIVATION AND PARTICIPATION IN CONTINUING PROFESSIONAL DEVELOPMENT: THE CASE OF ADULT EDUCATION TUTORS
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(1493) LIFE-LONG LEARNING - MOTIVATION AND PARTICIPATION IN CONTINUING PROFESSIONAL DEVELOPMENT: THE CASE OF ADULT EDUCATION TUTORS

机译：（1493）终身学习 - 持续专业发展的动机和参与：成人教育辅导员的案例

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The quality of an education service is dependent on those delivering that education. Practitioners must be prepared to support learners to achieve and reach standards. It is therefore crucial that practitioners have the opportunity to enhance their abilities and update their skill set throughout their careers. The purpose of this study is to uncover what motivates adult education tutors in South-West Dublin, Adult Education Service to participate in continuing professional development (CPD). To answer the research question, two objectives were identified; to identify the factors that motivate tutors to participate in CPD and to identify the factors that demotivate tutors to participate in CPD. The researcher conducted an extensive literature review, critically analysing the current body of literature available, before carrying out qualitative primary research. Six employees of South-West Dublin, Adult Education Service were interviewed. Findings highlight that CPD is understood as a method of keeping up with change and updating skills. The study found that tutors are motivated by intrinsic factors to participate in CPD and extrinsic factors do not hold as much weight. Factors which demotivate tutors are time commitment, poor training content, poor delivery of CPD initiatives and being at a later stage in their career. Participants think that CPD activities should be mandatory but are unclear as to whom is responsible for ensuring they are carried out. The findings of this research add to the current body of literature available on CPD and motivation, and provide valuable insight for not only adult education practitioners and education management, but all relevant stakeholders, including government and policy makers.
机译：教育服务的质量取决于提供该教育的人。必须准备好从业人员支持学习者实现和达到标准。因此，从业者有机会提高他们的能力并更新他们在整个职业生涯中的技能方面是至关重要的。本研究的目的是揭示促进西南都柏林的成人教育辅导员，成人教育服务参与继续职业发展（CPD）。为了回答研究问题，确定了两个目标;确定激励导师参加CPD的因素，并确定使辅导员参与CPD的因素。研究人员进行了广泛的文献综述，在进行定性初步研究之前，分析目前的文学体系。六名西南都柏林员工进行了采访了成人教育服务。调查结果强调CPD被理解为保持改变和更新技能的方法。该研究发现，导师的激励是参与CPD的内在因素和外在因素，而外在因素并没有保持重量。消除辅导者的因素是时间承诺，培训内容不佳，筹集税收措施不良，并在其职业生涯的后期阶段。与会者认为CPD活动应该是强制性的，但目前尚不清楚谁负责确保他们进行。本研究的调查结果为目前的CPD和动机提供了目前的文献，并为不仅为成人教育从业者和教育管理提供了宝贵的见解，而是所有相关利益攸关方，包括政府和政策制定者。

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