通过教学体验退休:在两种文化中,在以后的生活中积极参与
Giuliana Casanova1,2, Joyce Weil3, Margarida Cerqueira4
1Department of Education and Psychology, University of Aveiro, Aveiro, Portugal. gcasanova@ua.pt.
Journal of cross-cultural gerontology
|January 28, 2026
概括
老年人在终身学习计划中教同龄人,在分享知识和社区中找到动力. 作为同行教育者的这个角色可以增强晚年生活中的福祉和社会参与.
科学领域:
- 老年学是一门学科.
- 终身学习是一项终身学习.
- 跨文化研究跨文化研究
背景情况:
- 全球预期寿命正在增加,导致老年人寻求有意义的退休后活动.
- 同行教育角色使老年人能够在终身学习组织中分享专业知识.
- 了解老年人同行教育者的经验对于促进活跃老龄化至关重要.
研究的目的:
- 探索老年成人同行教育者的动机,奖励和挑战.
- 检查影响参与同行教育的组织因素.
- 评估同行教育者的作用对老年人的幸福感的影响.
主要方法:
- 定性,跨文化案例研究,涉及34名老年成人同行教育工作者 (年龄在61-84岁).
- 这项研究在葡萄牙波尔图和美国佛罗里达州进行.
- 半结构面试使用反射主题分析进行分析,以跨文化生产性参与模式为指导.
主要成果:
- 关键的动机和奖励包括知识共享,社区建设和互惠.
- 一个共同的挑战是设计包容和有意义的课堂.
- 参与者建议改善组织基础设施和宣传工作.
结论:
- 同行教育者的角色代表了在以后的生活中富有成效的参与.
- 教学有助于心理健康,精神刺激和社会参与.
- 组织和文化背景在很大程度上影响了老年人参与的机会.
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