EXPLORING THE DYNAMICS OF YOUNG UNIVERSITY LECTURERS TEACHING ADULT LEARNERS: AN AUTOETHNOGRAPHIC STUDY IN GRADUATE EDUCATION
Keywords:
autoethnography, novice lecturer, mature students, classroom power dynamicsAbstract
This study aims to: (1) explore the subjective experiences of early-career university lecturers in teaching postgraduate students who are older and possess more extensive professional experience; (2) analyze the patterns of collaborative learning between these lecturers and adult learners through the co-construction of power and the recognition of learner expertise derived from lived experience; and (3) examine the impact of age and experience dynamics on the development of professional relationships, classroom engagement, and the design of flexible and responsive learning experiences that accommodate learner diversity. The research employs an autoethnographic methodology, drawing on reflective and critical analysis of the lecturer’s teaching experiences within the cultural context of graduate education. The process includes memory recall, analysis of teaching journals and reflective logs, identification of critical incidents, and reflective interpretation.
The research findings indicate that pedagogical authority is not confined to academic rank or qualifications, but rather lies in the ability to build meaningful relationships and facilitate process-oriented learning. Moreover, the strategic vulnerability of the lecturer contributes to creating an open and genuinely participatory learning environment. The study recommends curriculum design and academic staff development that are responsive to the diversity of postgraduate learners, and that promote learning which meaningfully integrates and values learners’ experiential knowledge.
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