Autoethnography of a Teacher Educator's Strategy in Teaching Adult Learners' Thesis

The aim of this paper is to shed light on the strategy of a teacher educator who attempted to promote professional development and continuing education of adult learners through autoethnography. The results of the study are summarized as follows. Firstly, the teacher educator used a strategy of positioning teachers in the institutional conditions and temporal context of the graduate school of education for effective thesis guidance. Secondly, I as a teacher educator maintained and managed a professional academic community where teachers could collaboratively write master’s theses at the community level. Thirdly, I recommended thesis topics that would enhance learners’ subjectivity at the content level to the teachers, and guided them on the optimal research method for solving the research question at the method level. Fourthly, in terms of professor-postgraduate student interaction, the teacher educator directly demonstrated the methods and procedures of academic writing and used a customized thesis guidance strategy that considered the characteristics of individual adult learners. This paper will contribute to realizing professional development and continuing education of teachers as adult learners and expanding theoretical and practical knowledge on adult learning guidance by exploring the thesis guidance strategies of a teacher educator.