20.500.12556/RUL-182208 Refleksije izobraževalcev starejših odraslih o izzivih in priložnostih svojega profesionalnega razvoja primer Modre fakultete Univerze v Ljubljani Izobraževanje starejših v Sloveniji poteka v različnih okoljih, vendar celosten sistem profesionalnega razvoja izobraževalcev starejših odraslih še ni vzpostavljen. Namen prispevka je preučiti poglede izobraževalcev starejših odraslih na njihov profesionalni razvoj ter zaznane potrebe in izzive pri delu. Teoretični okvir izhaja iz koncepta profesionalnega razvoja učiteljev in andragoške vloge izobraževalca starejših odraslih, ki poleg poučevanja vključuje mentorstvo, svetovalni pristop in podporo osebni rasti udeležencev. Raziskava je zasnovana kot kvalitativna študija primera Modre fakultete Univerze v Ljubljani; podatke smo zbrali s polstrukturiranimi intervjuji ter jih analizirali z deduktivno tematsko analizo. Rezultati kažejo potrebo po dodatnem strokovnem usposabljanju, razvoju specializiranih didaktičnih pristopov, priznavanju kompetenc (tudi z mikrodokazili) ter večji institucionalni in finančni podpori. Raziskava izpostavlja potrebo po strukturiranem sistemu profesionalnega razvoja za kakovostno in trajnostno izobraževanje v dolgoživi družbi. The education of older adults in Slovenia occurs in various settings; however, a comprehensive system for the professional development of educators of older adults has not yet been established. This article aims to examine how educators of older adults view their professional development as well as the needs and challenges of their work. The theoretical framework is based on the concept of teacher professional development and the andragogical role of educators of older adults, which in addition to teaching includes mentoring, a counselling approach, and support for the participants’ personal growth. The research is designed as a qualitative case study of the Faculty of Active Wisdom (Slov. Modra fakulteta) at the University of Ljubljana; data were collected through semistructured interviews and analysed using deductive thematic analysis. The results indicate a need for further professional training, the development of specialised didactic approaches, the recognition of competencies (including microcredentials), and increased institutional and financial support. The study highlights the need for a structured system of professional development to ensure highquality and sustainable education in a longliving society. izobraževalci starejših odraslih sistem kakovosti izobraževanje odraslih učenje odraslih Modra fakulteta starejši odrasli adult education educators of older adults quality system adult learning older adults true false true Slovenski jezik Angleški jezik Članek v reviji 2026-04-30 14:36:20 2026-04-30 14:36:28 2026-05-04 11:45:10 0000-00-00 00:00:00 2026 0 0 Str. 81-99 št. 1 Letn. 32 2026 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 2026-01-01 374.7 1318-5160 10.4312/as/23228 276809987 Gruden,+Furlan.pdf Gruden,+Furlan.pdf 1 A12F9D0D0F858B201C1E6A13F07E4932 6a1bf5d21706eadee5ad94f7f8ff18b88d02937efddaaebd836c96639c316332 7b60df00-4491-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=233251 https://journals.uni-lj.si/AndragoskaSpoznanja/article/view/23228/21234 1 f0863331-4490-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=233215 Filozofska fakulteta Andragoška spoznanja 0 0 0