adult education, adult education teacher, peculiarities in professional teachers’ training, professional teachers’ training, tutor.


The central purpose of this article is to highlight nature, place and role of the adult education teacher professional training in Ireland as well as the school teacher professional training. In order to do so, a general overview of Irish teachers’ education is presented. The specific in the adult education tutors’ activities is also discussed. The nature of the teachers’ training is fully examined. The various contemporary ways and innovative forms of modern teachers’ training in Ireland are mentioned. The main professional requirements that the adult education tutor has are also highlighted and analyzed. The process and different periods of teachers’ training are classified and described. The article shows the main stages in teachers’ training in Ireland with detailed characteristics of every level with key elements emphasizing. The practice training organization for future teachers in Ireland is examined. The survey results showed that adult education teachers’ training sector in Ireland is a very flexible way of learning in modern society. It can be suitable for everyone who needs to get not only professional knowledge and skills, development, life experience, but also socialization, communication, collective consciousness and community support. Adult education teachers’ training is an effective, contemporary educational service that has many beneficial outcomes. The article presents the adult education teachers’ peculiarities in the modern knowledge society. Finally, the author makes the conclusion about the adult education teachers’ training specifics in Ireland.

Author Biography

Olga Sytnyk, Borys Grinchenko Kyiv University, 18/2 I. Shamo Bul., 02154 Kyiv, Ukraine

Ph.D. (Pedagogy), Senior Teacher of the Foreign Languages and Metodology Department


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How to Cite

Sytnyk, O. (2019). ADULT EDUCATION TEACHERS’ TRAINING IN IRELAND. Continuing Professional Education: Theory and Practice, (1-2), 93–98.