The Teacher's Perspective in Older Education: The Experience of Teaching in a University for Older People in Spain

Villar, Feliciano; Celdrán, Montserrat; Pinazo, Sacramento; Triadó, Carme

doi:10.1080/03601277.2010.485037

Cited by 15 publications

(13 citation statements)

References 21 publications

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“…Their duties are not simple. In addition to teaching, teachers in programmes for the elderly also address the unique characteristics of older learners in terms of physical and cognitive development and learning motivation (Villar, Celdrán, Pinazo, & Triadó, 2010). A stable teaching force is undeniably beneficial to educational programmes.…”

Section: The Importance Of Teaching Satisfactionmentioning

confidence: 99%

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When teaching and volunteering go together: exploring participation characteristics and demographic backgrounds of senior volunteer teachers and their teaching satisfaction

Leung

2016

International Journal of Lifelong Education

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Senior volunteer teachers play important roles in learning programmes for the elderly. These volunteers' level of teaching satisfaction was assumed to influence programmes, their organizational behaviours and outcomes. However, scant research has focused specifically on volunteers' levels of satisfaction with teaching and how their satisfaction is influenced by participation characteristics and their demographic backgrounds. This initial study conducted in Hong Kong attempts to examine this topic. Data from 236 samples from 56 units across the territory were utilized in this study. The results showed that the overall level of teaching satisfaction among senior volunteer teachers was quite high. Senior volunteer teachers with longer teaching experience and teachers with longer service felt satisfied in many areas of teaching. Teachers who taught a greater number of subjects experienced less satisfaction. A 'u-shaped' trend of satisfaction correlated with the number of classes taught; senior volunteer teachers teaching 1-2 classes and volunteers teaching 6 or more classes exhibited higher satisfaction levels in various areas. The number of average teaching hours per week could simultaneously facilitate and hinder different facets of satisfaction. Female teachers experienced higher levels of 'Recognition' than male counterparts. Older senior volunteer teachers were quite satisfied in the areas of 'Working Conditions' and 'Authority' . Findings of multiple regression were discussed.

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Section: The Importance Of Teaching Satisfactionmentioning

confidence: 99%

“…Empirical studies of older education and older students do not focus on the emerging interest in these areas (Villar et al, 2010). The overwhelming majority of studies on adult education have focused on the learning or learners, and studies on peer teachers have been limited (Choi, 2009).…”

Section: The Importance Of Teaching Satisfactionmentioning

confidence: 99%

When teaching and volunteering go together: exploring participation characteristics and demographic backgrounds of senior volunteer teachers and their teaching satisfaction

Leung

2016

International Journal of Lifelong Education

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“…(Agudo et al 2012; Pavón 2000). Empirical studies on continuous education in the elderly tend to be very limited, particularly those focusing on the ICTs relationship, since there is little research on the variables that may modulate or influence the quality of life of this group (Chen et al 2008; González et al 2012; Villar et al 2010). There is little data about design issues related to technology and older adults (Czaja and Lee 2003; González et al 2012).…”

Section: Background and Motivationmentioning

confidence: 99%

Keys to active ageing: new communication technologies and lifelong learning

et al. 2016

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The purpose of this study is to describe the creation and implementation of an ICT education program for the elderly in various Active Participation Centers in Almería (Spain), assessing its impact on quality of life. From a randomized sample of 200 individuals over the age of 55. Results reveal a high degree of participant satisfaction (76.6 %), as well as improvements in quality of life as compared to the control group after the 3 month program health factor: p = 0.004; leisure and activity factor: p = 0.001; Satisfaction with Life Factor: p < 0.001. The analysis conducted to determine the influence of age and gender on quality of life indicates that there are statistically significant differences in regards to age (the younger groups had higher scores) and gender (the males). This study may serve to facilitate similar works that promotes on-going education in different locations and across the lifespan.

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“…Research concerned with teaching older learners in a variety of domains (Duay and Bryan, 2008;Hickson and Housley, 1997;Villar et al, 2010) suggests that learning in later life may be experienced as being considerably different from earlier on in the life course, with differences attributed to changes in physical and cognitive functioning, accumulated life experiences, and changes in motivations underpinning engagement in learning. In particular, older adults may bring well-established expectations of the facilitator as an 'authoritarian and omnipotent teacher' (Formosa, 2012: 50), while seeing their own role as being passive and conformist.…”

Section: The Role Of the Facilitator: A Critical Approach To Later-limentioning

confidence: 99%

Critical geragogy: A framework for facilitating older learners in community music

Creech¹,

Hallam²

2015

London Review of Education

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The principal aim of this paper is to address the question of whether and how professional practice within an informal teaching and learning context (music) may be understood through a critical-geragogy lens. Secondly, we consider whether critical geragogy has relevance to and potential applications for enhancing practice among facilitators of older learners in community contexts. Geragogy refers to the management of teaching and learning for older adults and has become a well-known term applied to teaching and learning in later life. Critical geragogy retains the focus on older adults, but challenges the beliefs, practices, and structures related to ageing, supports older learners in overcoming alienation and developing a sense of powerful agency, and offers resources for purposeful collective action. In this paper we analyse the narratives of 13 facilitators of musical activities for older people, interpreting their reflections on practice within a critical-geragogy framework. The interviews, focusing on good practice in facilitating older learners, were carried out as part of the second phase of the Music for Life Project, funded by the UK Research Councils. A thematic analysis was undertaken, using a framework that was structured around person-centred, fellow-centred, and matter-centred goals. The interviews revealed that musical groups provided informal learning contexts where facilitators aspired to empower their participants through developing a positive interpersonal climate, valuing participation, using the participants' prior experiences as a resource, and guiding their groups towards creative expression as well as progression.

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The Teacher's Perspective in Older Education: The Experience of Teaching in a University for Older People in Spain

Cited by 15 publications

References 21 publications

When teaching and volunteering go together: exploring participation characteristics and demographic backgrounds of senior volunteer teachers and their teaching satisfaction

When teaching and volunteering go together: exploring participation characteristics and demographic backgrounds of senior volunteer teachers and their teaching satisfaction

Keys to active ageing: new communication technologies and lifelong learning

Critical geragogy: A framework for facilitating older learners in community music

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