Elisabeth Feigl

Splendidly blended? Teacher-Development in Adult Education

Language-teachers in adult education are a rather diverse group. Among them are native speakers of the language they teach and/or those who have not chosen teaching as their primary qualification. Most of the trainers are free-lancers and in general the job is not well paid.

At the same time there seems to be a general idea of what is considered to be a high quality teacher and a high quality learning experience. As a survey carried out in a EU-project showed (https://files.adulteducation.at/uploads/Guidlines.pdf) the most important aspects of being a good teacher are that they knew their subject well, they were encouraging, supportive and approachable, that they explained things clearly and were well-prepared. They should also be able to adapt their teaching to suit the different abilities within the class, they should be able to give feedback about the learning-process, they should be digital natives and they should be able to design lessons that are fun.

Quite a challenge? Definitely so, especially for teachers without a proper training.

But how can we as institutions develop their (digital) teaching-methods without making them spend too much time and money or forcing the training on them?  The poster shows two approaches of blended and/or online tuition. Exchange of experience is more than welcome!


University studies: Teaching in Higher Education (“Magister”) at the University of Vienna and Master-degree in „Erwachsenenbildung/ Weiterbildung“ (Adult Education/ Further Education) at the University of Klagenfurt

Since 2005: Association of Austrian Adult Education Centres (VÖV)

In charge of the language department and department of further education for teachers in adult education: coordination, networking and support of initiatives of our local organisations and adult education centres; conceptual and research work, development of curricula for the professional development of language teachers and basic education; participation in international projects such as SAPA, Language Portfolio, DIA-LOGOS, Quali-T, CODI-Go etc.).

Publications/articles (digest):

Feigl, Elisabeth (2019): Stop or Stay? Externe und interne Einflussfaktoren für den Verbleib im Kurs. In: Die Österreichische Volkshochschule Nr. 268; http://magazin.vhs.or.at/magazin/2019-2/268-herbst-2019/bildungsthemen/stop-or-stay/; Stand 16.12.2019]

… (2017): „Zeitgemäßes Sprachenlernen. Herausforderungen beim Einsatz neuer digitaler Technologien“. In: Wie digitale Technologien die Erwachsenenbildung verändern. Zwischen Herausforderung und Realisierung. Nr.30, Februar 2017, 1993-6818 [https://erwachsenenbildung.at/magazin/ausgabe-30/11406-zeitgemaesses-sprachenlernen-herausforderungen-beim-einsatz-neuer-digitaler-technologien.php; Stand 16.12.2019]

… (2016): Möglichkeitsräume der kooperativen Professionalitätsentwicklung SprachkursleiterInnen in der Erwachsenenbildung zwischen Prekariat und Profilierung. In: Magazin Erwachsenenbildung.at; Ausgabe 26, 2015: Die blinden Flecken im Professionalisierungsdiskurs Arbeitsrealität in der Erwachsenenbildung.

… (2016): SAPA goes blended. Ein Erfahrungsbericht zur Überführung des Zertifikatslehrgangs für Sprachkursleitende in ein Blended Learning Format mit online Vor- und Nachphasen; ÖVH 259, November 2016 [http://magazin.vhs.or.at/magazin/2016-2/259-november-2016/bildungsthemen-aktuell/sapa-goes-blended/ Stand 16.12.2019]

… (2014): 4 infinity? – Prinzipien und Praxis. EUROCALL 2014 – neue Trends beim computeruterstützten Sprachenlernen; ÖVH 253 Oktober 2014 [http://magazin.vhs.or.at/wp-content/uploads/2015/03/OVH_Magazin_253_10_2014.pdf Stand 16.12.2019]