ACTIVE LEARNING TECHNIQUES IN ADULT TEACHER TRAINING: TRAINER PERCEPTIONS, FORMAL TEACHER TRAINING, AND PERCEIVED LEARNING OUTCOMES

Abstract

Active learning techniques are central to adult education theory, yet empirical evidence on the conditions under which specific techniques are implemented and linked to learning outcomes remains limited, especially in continuing professional development settings. This article explores two widely used active learning techniques -group work and exercises- within a Greek teacher education program. The study investigates, first, whether trainers’ perceptions of these techniques and their formal training on these techniques are associated with how frequently and how well they use them, and second, whether frequency and quality of use of these techniques are related to trainees’ perceived learning outcomes. The sample comprised 30 trainers and 152 adult trainees enrolled in a national teachers’ training program. Data were collected through parallel questionnaires administered to trainers and trainees, and trainee responses were aggregated at the trainer level to permit cross-source analysis. Results show that trainers who held more positive views of group work and exercises used these techniques more frequently and, in the case of exercises especially, with higher implementation quality. Training in adult education was also positively associated with more frequent use of both techniques and with stronger implementation quality. At the learner level, more frequent use of group work and exercises was positively associated with perceived knowledge acquisition, development of skills, changes in attitudes and perceptions, satisfaction, and attendance. Higher implementation quality was positively associated with knowledge, skills, attitude change, and satisfaction; however, it was not associated with attendance. More heterogeneous and rotating groups were linked to more favorable outcomes. The article argues that what matters is not only whether active techniques are used, but also how they are designed and facilitated. Implications are drawn for trainer development, instructional design, and future adult education research.