Andragogical Aspects of Teacher Training in Adult Education: The Macedonian Context
Andragogical Aspects of Teacher Training in Adult Education: The Macedonian Context

Summary/Abstract: Teachers play a crucial role in the adult education process, guiding adult learners on their educational journeys. However, many teachers working with adolescents and adults may not be aware of the importance of incorporating and andragogical aproach into their teaching parctices. In the Macedonian educational context, where teachers are primarily trained in pedagogical methodes, integrating andragogical competencies is essential for effective engagement in educational and training processes. The raises the question: are teachers adequately trained to apply andragogical models and techniques when working with adult learners? Therefore, a thorough analysis and interpretation of the legal framework and stadards for trainer training, in relation to the teacher's role in adult education, is necessary. The aim of this paper is to analyse the andragogical aspects of teacher training, as a prerequisite for working with adults, taking into account the learning characteristics and needs of adult learners. The research focuses on examining the andragogical dimensions of teacher training within adult education. By intepreting research findings from an analysis of legal regulations, the structure of professional development training, and teachers' experiences, this study advocates for the incorporation of an andragogical approach into teacher training programmes. This integration would support adaptive learning strategies, promote self-directed learning, and facilitate the development of the specific knowledge, skills, and abilities necessary for effective work in adult education.

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