The role of andragogy in professional development as perceived by EFL instructors in higher education context

Abstract

This study explored tertiary-level EFL instructors’ perceptions of professional development (PD) activities within the framework of Adult Learning Principles and Process Design Elements. It also examined whether their perceptions differed based on demographic information or type of higher education (HE). The study employed a cross-sectional survey design, collecting data from 137 EFL instructors working at tertiary-level English language preparatory programs in Izmir. The adapted version of the Adult Learning Principles and Design Elements Questionnaire (ALPDEQ), developed by Wilson (2005), was utilized to collect instructors’ perceptions. Both descriptive and inferential statistics were employed along with qualitative analysis of open-ended responses, to address the research questions. The study explored both teacher perceptions and individual differences. The findings revealed moderate agreement among instructors regarding consideration given to Adult Learning Principles and Process Design Elements in the PD Activities they experienced in their institutions. It was found that instructors’ perceptions of professional development varied based on, for example, the type of Master’s degree one holds, or type of higher education institution.