Adult Education Philosophies Guiding Educational Theory and Practice: The Case of Greek Primary Education Teacher Counselors

By Labrina Gioti.

Published by The Learner Collection

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This paper presents the findings of a research conducted in Greece during the period 2005-07 within the framework of the Philosophies of Adult Education Inventory (PAEI) (Zinn, 2004³). Both the PAEI and a researcher-created demographic sheet were sent to the overall population of state primary teacher counselors so as to explore the adult education philosophies that guide their educational theory and practice while implementing in-service teacher training programmes. The respond rate was very high 72,46% (N=179). Frequencies, means, correlational and multivariate analyses were used to describe and analyze the research results. It was shown that the most predominant philosophical preference of the counselors was: progressivism, followed by behaviourism, radicalism, liberalism, and finally, humanism. The ranges proved that the scoring patterns for the majority of the counselors could be described as eclectic. It was also examined whether there were differences in the counselors’ preference toward each of the five philosophical orientations according to their age, gender, studies and academic degrees, education or training in teacher education and/or adult education, and teaching experience in different groups and educational settings. Statistically significant differences were found.

Keywords: Teacher Education, Teacher Training, Continuing Education, Lifelong Education, Theory-practice Relationship, School Counselors, Teacher Counseling, Adult Education, Adult Educators, Learning Theories, Educational Practice, Educational Philosophies, Belief Systems, Philosophy of Adult Education Inventory

The International Journal of Learning, Volume 17, Issue 2, pp.393-406. Article: Print (Spiral Bound). Article: Electronic (PDF File; 631.657KB).

Dr. Labrina Gioti

Elementary School Teacher, PhD Student, Department of Philosophy, Pedagogy and Psychology, National & Kapodistrian University of Athens, Athens, Greece

As a qualified teacher and teacher trainer I have taught in all levels of Greek education since 1990: Undergraduate program, Department of Primary Education, University of Thessaly, Greece; in-service training of Primary and Secondary School Teachers; training Adult Education educators. I also hold a degree in Psychology (1994), a MEd (1997) and currently I am a PhD Student, National Kapodistrian University of Athens, Greece. Also, I have co-edited two books, have been the co-author of four books and have contributed to the development of the Curriculum of Social Sciences in Elementary Education (1998-9). In my capacity as a member of the Board of Directors at the Institute for Educational Research and Study, Hellenic Teacher Union (2000-2006) I participated in and supervised, in cooperation with academics from Greek Primary Education Departments, several research projects. Furthermore, I was an Evaluation Committee member for the National Cross Thematic Curriculum in Compulsory Education (2003-5) and have also been a member of the organizing committee of various Conferences and Symposia. Finally, I have attended conferences in many of which I presented a paper. My areas of interest are as follows: Teacher Training and Education; Curriculum theory and implementation; Relationship between Theory and Practice; Adult Education.


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