Analysis of Lifelong Education Practice Experiences through Grounded Theory
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Abstract
This study aims to provide insights into the direction of lifelong education practice by analyzing the experiences of lifelong education practice through grounded theory to enhance the professionalism of lifelong educators. To achieve the research objective, interviews with seven participants in lifelong education practice were analyzed using grounded theory, and the results are as follows. First, the central phenomenon regarding the experience of lifelong education practice was the reestablishment of the concept of lifelong education. Second, the process analysis using grounded theory revealed that the prospective lifelong educators went through stages of exploration, acceptance, adjustment, and establishment during their practice. Third, the core category that integrates and connects the categories in this study, which is also the central phenomenon, is the reestablishment of the concept of lifelong education. The outcomes include heightened expectations for lifelong education and the achievement of self-realization through lifelong education.
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