Abstract:

The author reviews approaches of adult educators to their roles and to adult learning. The paper reflects the findings of a phenomenographic research that was carried out in 2017 and 2018 with participation of 20 adult educators, representing both formal and non-formal education. The purpose of the research was to identify the ways adult educators experience and understand their competencies. Educators represented various approaches to education, to their roles and to learning – including learning outcomes. The main contradictions in practice and in perception of educator’s roles refer to the conception of traditional way of teaching and to personalised (learner-centred) teaching. Although various approaches are in place, more strict rules and more precise learning outcomes can be found in formal education and in business related education that must lead to predefined learning outcomes.