EXPLORING LEARNING STATUS AND OPPORTUNITIES FOR TEACHERS IN HIGHER EDUCATION: A QUALITATIVE STUDY

Abstract

The purpose of this research is to analyse the learning status of the teachers at college level. Teachers have enough opportunities to learn through own experiences, learning through collaboratively, through workshops, training, seminars and Learn from their formal Professional Work. This is a qualitative study. Data was collected from the participants of private colleges. Data was collected through interviews from the lecturers. Interviews were collected from 30 participants. The participants provide their perceptions of teachers as learners, discuss the learning opportunities they have access to, and highlight any difficulties they face in the ongoing learning process.

The study's findings show that lecturers have predominantly positive opinions toward teachers as learners. The participants acknowledge the existence of several learning paths such as experiential learning, collaborative learning, workshops, training sessions, seminars, and learning from their formal professional employment.

However, despite the availability of learning opportunities, the research sheds light on the challenges that instructors encounter during their learning journey. These challenges are explored to understand the potential difficulties faced by teachers because of the ongoing learning process. This research contributes to a deeper understanding of the learning status of teachers and the range of opportunities they must enhance their professional development. It also highlights the potential obstacles faced by educators, which can inform educational institutions and policymakers in designing effective support systems for continuous teacher learning.