Abstract:

Adult education is a complex issue. Adult education improves the competitiveness, solve social problems and promote the initiative. Therefore, the question arises - how far adult learning calls for distinctive kinds of provision, especially in terms of teachers and other professionals, and what indicators are appropriate for adult teaching and learning. The methodology of this study is based on theoretical pedagogical findings, which state that there must be two critical elements in adult education - motivation and reflection. The theory recognizes the importance of intrinsic motivation and believes that in order to maintain it, three basic needs must be met: autonomy, competence and a sense of belonging. Therefore, the study aim was to determine the adult teachers' motivation to work with adults, evaluate the necessary personal and professional competence for the adult educators and their development opportunities, as well as identify new challenges for adult educators.

This article contains a theoretical analysis of current issues and analyses the results of a survey conducted in Lithuania and Latvia on the personal motivation of adult educators and the personal and professional competencies required for adult educators and their improvement.

Evaluating the results on motivation, the respondents have stated different factors: the possibility of self-realization; growth supporting work; consciousness that you have helped others; satisfaction about possibility to transfer knowledge to others who appreciate it and who find it important etc.

Exploring the importance of different personal competencies of adult educators, respondents were asked to rank the eight abilities of the teacher, core according to researchers: tolerance, responsibility, communication skills, flexibility, empathy, positive self-evaluation, role model/ performer – moderator of study process, self-motivation. The study results on personal competencies show that half of LT respondents the 1st priority get to tolerance, while Latvians – responsibility. Summarizing the answers about the professional qualities required for adult educators, good knowledge of his/her subject is the first priority in the opinion of all respondents, but the ability to choose various teaching methods was mostly chosen as the 2nd priority.

Assessing the experience of improvement of professional competence, the survey respondents to rank the eight ways: courses, seminars, internet resources, online networking, methodological / professional development in the workplace, participation in the professional organizations, involvement in the social networks, and participation in European projects to share experiences and see how others do it. Results show, that courses and seminars as 1st priority accepted 62% of Latvians and 66% of Lithuanians. Very intensive use internet and online networking for professional grow and nominate as 2nd priority 65% of Latvians and 50% Lithuanians. All specialists accept free methodological / professional development in/out the workplace.

The main difficulties faced by adult educators in developing their competences are the lack of time and resources, as well as the insufficient supply to promote the competences of adult educators.

Keywords:

Adult education, adults’ educator, competence, motivation.