e-Pedagogium 2017, 17(2):50-61 | DOI: 10.5507/epd.2017.024

Self-directed learning in later life: motives and learning competences of retired teachers

Salomėja Šatienė
Mgr. Salomėja Šatienė, Department of Administration and Education, Faculty of Social Sciences, Klaipėda University of Applied Sciences, Jaunystės g. 1, 91274, Klaipėda, Lithuania, E-mail: salomejasatiene@gmail.com

The purpose of this article is to explore self-directed learning of retired teachers looking into their perceptions of motivation and learning competences. The qualitative research included semi-structured face-to-face interviews with eight retired teachers engaged in their self-directed learning pursuits. The empirical data allows to construct a description of the self-directed learning among retired teachers in a small rural community in Lithuania. Each theme drawn from the analysis of empirical data reflects a range of elements in the construction of subjective learning trajectories based on the participants' experiences perceived as self-directed learning. The learning behaviours of the retired teachers provide support for continuity theory.

Keywords: self-directed learning, later life, retired teachers

Published: April 1, 2017  Show citation

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Šatienė, S. (2017). Self-directed learning in later life: motives and learning competences of retired teachers. e-Pedagogium, 17(2), 50-61. doi: 10.5507/epd.2017.024
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