ABSTRACT

Exploring transition learning experiences through lifelong learning circle activities of middle-aged women



Kim YuJeong
Advisor : Prof. Park JinYoung Ed.D.
Department of Lifelong Education
Graduate School of Gwangju University

The purpose of this study is to investigate what kind of transition learning experiences middle age women have through lifelong learning activities, what kind of transition learning was made in the lifelong learning environment, And to help identify the variables that can facilitate and sustain it. In order to achieve this goal, the middle-aged women who participated in lifelong learning activities experienced what kind of transition learning, how the context of lifelong learning environment in which middle-aged women participated in lifelong learning activities was realized, And the life after the transition learning experience.
This study, conducted by the qualitative research method, conducted a narrative survey to obtain basic data of the study by theoretical sampling and to select the research participants who fit the theoretical context and participate in the lifelong learning club activities for more than 2 years Thirteen middle-aged women aged 40 to 60 were selected as research participants. In-depth interviews were conducted from April to May 2019. In order to analyze the data effectively and effectively, the interviews by the participants were classified into the contents related to the research problems, and the central topics were derived by categorizing them into potential codes based on the classified contents.
First, the transition learning experience of middle-aged women who participated in lifelong learning club activities is based on positive self-concept formation, expanding the value of life, forming rational thinking habits, forming relationships that can have a positive effect on others, establishing social identity as an active role . This is similar to that of Cho, Chang - hee (2018), ''Transformation of perception toward me'', ''Conversion of perspective to life'' and ''Conversion of life through new challenges'' presented in the transition learning experience in the activities of members of humanities clubs. Factors influencing the transition learning process of the study participants were critical reflection or rational discourse presented by Mezirow, but subjective factors such as relationship with partner, cooperation, and emotions were also prominent. Mezirow emphasized autonomy and self-initiative as the essence of transition learning, but it also affected relational factors such as cooperation among members, sharing with the community, and emotional support.
Second, the context of lifelong learning environment in which middle-aged women participated in lifelong learning club activities was transformed into a learning culture where intellectual growth and career development are possible through the sharing of information and experience, a learning culture in which trust is formed through respect and cooperation, And cultivated a learning culture that grows with the region.
The researchers shared experiences and learning information through continuous learning meetings, and through the support of Gwangsan District Office, they contributed educational activities to village educational institutions such as library, local children''s center, school, and welfare center. In addition, by supporting the operation expenses through the club support project operated by the Gwangsan-gu Office, students can buy necessary parapets for learning, use them for lessons, invite professional instructors in related fields to expand their learning, I widened it. Through this process, the intimacy with the members deepens and the confidence is created. By sharing the concerns about the personal affairs such as the marital problems and the children problems and learning the wisdom of life, it is possible to broaden the acceptance of others, To see the world. This change of the research participants became a driving force for more active club activities. In order to achieve a virtuous cycle of learning, we are actively engaged in educational donation activities, community lifelong learning events, and sharing in festivals. Value at the same time.
Third, middle-aged women who participated in lifelong learning clubs have a life after the transition learning experience, a life that leads and actively challenges, a life that is recognized and respected by the family with encouragement and support, a life that leads to intimacy, Value-oriented life.
The middle-aged women participating in this study continue to participate in lifelong learning activities after the transition learning experience. Self-confident research participants do not settle for a given situation and do not stop challenging others. Researchers who have had a career as a full-time housewife did not even think about it. They are also involved in a lifelong learning program or advanced education to adapt to the new environment and improve their professionalism. The continuing challenge of these research participants is neglecting family life, which makes them psychologically burdened by the sorryness of the family. However, by showing their children the effort to work hard, it becomes a good educational example, Is now recognized and respected by the family as being recognized as advice for problem solving, not nagging anymore. The positive worldview we have through our transition learning experience has broadened our understanding and acceptance of our relationships with others, making our relationship with people closer and closer to ourselves, and engaging in community activities. And has a positive influence.
The implications for lifelong learning based on the above findings are as follows. First, the study on the transition learning experience through the learning club activities focuses on the change of the members in common. However, this study applies the theoretical framework to the whole lifelong learning club activities supported by local governments, And that lifelong learning activities can be a foundation for successful development of middle-aged women and fulfilling new job skills. Secondly, middle-aged women who participated in this study have been able to act as professional lecturers. In the backdrop of the fact that they have a ''lifelong learning program for dreams,'' ''delivery lectures for students'','' As a way to promote and sustain learning clubs, we have demonstrated the need for continued interest and support from local governments.Third, the previous studies focus on explaining the logical possibility of the change of cognition due to the transition learning to the change of behavior. However, this study explores the life after the transition learning experience, In addition, there is a difference from other previous studies.