Aušra Bagdonienė, Jūratė Adomaitienė


Problem definition: what is the attitude of andragogy practitioners’ and university teachers’ on the importance of reflection and professional development of andragogue  while conducting performance analysis.Research objective: to theoretically analyze and to empirically reason the possibilities of andragogue’s professional development while executing performance tests.Tasks:To analyze the concept of andragogue‘s professional development.To explore the nature of performance analysis, highlighting its characteristics and applicability to professional development.To investigate the approach of andragogues towards andragogue’s professional development possibilities using performance analysis.Methods: analysis of scientific literature, oral interview, comparative analysis.The theoretical analysis showed that the need for professional improvement is caused by the constantly evolving and creativity demanding andragogue teacher’s activity, that binds to continuously adapt and to improve their performance. The performance reflection is named as a key opportunity to ensure a systematic and well targeted performance improvement.The research results showed that for all surveyed informants who participated in interviews the performance analysis through reflection has a significant impact in andragogue’s professional development. Reflection is perceived as a tool for professional improvement that allows to achieve a higher performance quality, to progress, to observe professional situations from a different perspective, to discover new aspects with more meanings and connections to previous experiences. Reflection is related to learning from experience.


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