Adult learner approach to transformational change: an interpretive phenomenological analysis

Abstract

This qualitative study was an exploration of the lived experiences of adult learners (over age 24) enrolled in graduate teacher preparation programs and their distinct needs and expectations related to program entry, persistence, and completion. Five graduate teacher preparation degree-seeking study participants openly shared their respective academic and lived experiences. With a theoretical framework comprised of Knowles’ andragogy theory and Vygotsky’s theory of social constructivism, an inductive approach to data analysis facilitated condensing extensive and varied raw data to code-listed categories and themes. Interpretive phenomenological analysis was appropriate to show how adult learners make sense of their academic and lived experiences and the efforts they made to conquer challenges during program entry, persistence, and completion. Several themes emerged aligned to the research question and subquestion: How do adult learners make sense of their academic and lived experiences as they enter, persist, and complete their graduate teacher preparation program? and, How do adult learners engage and negotiate the university experience to meet their needs and expectations? This study contributed to the literature on how adult learners engage and negotiate their experience in graduate teacher preparation to make sense of met and unmet needs