Topic and Background

This study examines an innovative professional learning and development model based on "dialogical andragogy" – a theoretical-practical framework tailored to the unique needs of adult learning in professional and organizational contexts. Professional development for educational leaders faces universal challenges across educational systems: maintaining intrinsic motivation, addressing diverse professional needs, and creating meaningful learning that impacts practice (Loeng, 2018; Sousa, 2024). Traditional training models often fail to account for the rich life experience and autonomous learning needs characteristic of adult learners in leadership positions. The dialogical andragogy model proposes a multidimensional approach that simultaneously addresses individual, interpersonal, and organizational dimensions of professional learning for educational supervisors and instructors.

Theoretical Framework

The study builds upon classical andragogical theory, which distinguishes adult learning from pedagogy through core assumptions: self-concept, prior experience, readiness to learn, intrinsic motivation, need to know, and problem-centered learning (Purwati et al., 2022; Yusuf, 2021). Sousa (2024) presents an integrated approach emphasizing active and meaningful learning that includes context, relevance, and practical application of knowledge. The model extends these principles by incorporating self-determined learning concepts and transformative learning theory, which emphasizes perspective transformation through disorienting dilemmas.

Drawing on Malaguzzi's Reggio Emilia approach – a European educational philosophy emphasizing collaborative inquiry – the model proposes that meaningful adult learning occurs through three simultaneous dialogues: internal dialogue (self-reflection), dialogue with peers (collaborative learning), and dialogue with the organization and environment (contextual understanding). This aligns with developmental task theory, recognizing that adult learners in educational leadership roles seek expertise development relevant to their professional responsibilities.

The model comprises three essential components: (1) Inspiring motivation – creating transformative dilemmas; (2) Developing expertise – providing practical tools and solutions; (3) Peer learning – leveraging shared experiences through collaborative processes. Korpela (2023) demonstrates that peer teachers provide personalized guidance and foster an environment of equality and mutual learning, while Qi (2023) emphasizes the importance of feedback and reflection processes. Recent research demonstrates that andragogical approaches enhance professional identity development and workplace effectiveness among educational leaders (Oliveira et al., 2024).

Research Questions

1. How do the components of inspiration, expertise development, and peer learning contribute to educational leaders' learning experience?
2. What are the main challenges in implementing the dialogical andragogy model with educational leadership personnel?
3. What is the significance of the process for participants' professional identity and educational leadership practice?

Methodology

The research employs instrumental case study methodology (Yin, 2018) examining a three-year professional development initiative (2019-2022) involving approximately 120 educational leaders—district supervisors and instructional coordinators—characterized by significant cultural and professional diversity: 90% women, 30% Arab-Bedouin educators, spanning early childhood to secondary education oversight.

Data collection included semi-structured feedback questionnaires from nine feedback opportunities (958 responses), organizational documents, visual artifacts, and observations. Analysis followed thematic analysis principles (Braun & Clarke, 2006) with reliability ensured through triangulation and reflexive positioning (Creswell & Creswell, 2018).

European/International Relevance

This research addresses challenges universal to European educational systems: professional development for educational leadership in culturally diverse contexts, implementation of contemporary adult learning theories (Sousa, 2024), and creating sustainable models for continuous growth of supervisory personnel. The dialogical andragogy model demonstrates applicability across diverse educational leadership contexts. Findings on managing heterogeneous groups, fostering peer learning communities among educational leaders (Korpela, 2023), and balancing autonomy with organizational needs are directly relevant to European leaders implementing reforms aligned with EU lifelong learning frameworks for educational leadership development.

Expected Contributions

This study provides evidence-based insights for European educational policymakers and administrators, demonstrating how integrated andragogical approaches enhance professional identity and leadership practice (Oliveira et al., 2024), contributing to international discourse on effective adult learning for educational leadership in multicultural settings.

Research Design This study employs qualitative instrumental case study methodology as defined by Stake (1995), wherein the case serves as means to understanding dialogical andragogy implementation in professional development for educational leaders. The methodology enables holistic understanding while accounting for contextual factors: organizational structure, multicultural composition, and exceptional circumstances including the COVID-19 pandemic. The methodological flexibility allows integration of diverse information sources (Yin, 2018). Research Population and Context The research population comprises approximately 120 educational leaders, including 100 district supervisors and 20 instructional coordinators. These leaders hold significant responsibility for guiding teaching staff across their jurisdictions. The group demonstrates significant diversity: 90% women and 10% men; 30% Arab-Bedouin and 70% Jewish. Participants bring extensive professional experience across diverse specializations, from early childhood to secondary education. These educational leaders operate across vast geographical areas including urban and rural communities, different socioeconomic sectors, and diverse population centers, with each supervisor responsible for 20-25 school principals, enriching the research with varied educational leadership perspectives. Data Collection Instruments The primary instrument is content analysis of semi-structured feedback questionnaires collected over three years across nine opportunities, with 100-120 anonymous participants responding each time, totaling 958 questionnaires. Questionnaires included open-ended questions such as "What was most significant?" and "What would you suggest to improve?" enabling authentic expression. Additional instruments include organizational documents analysis encompassing work plans, steering committee protocols, and instructional materials; visual artifacts including posters, podcasts, and project proposals; and observations of professional development processes including conferences, learning journeys, and hackathons documenting group dynamics and collaborative learning among educational leaders. Data Analysis and Reliability Analysis followed thematic analysis principles according to Braun and Clarke (2006), including initial coding, grouping into themes, and re-examination against original data. The combination of instruments enables triangulation and comprehensive understanding of the professional development process. Internal reliability was achieved through triangulation following Lincoln and Guba's (1985) principles. To address potential bias from dual researcher-facilitator roles, Creswell and Creswell's (2018) reflexive approach was implemented emphasizing active search for contradictory evidence. Credibility is based on ethical principles: informed consent, anonymity, and data confidentiality. The study was approved by the institutional ethics committee.

Conclusions, Expected Outcomes or Findings The study reveals significant findings regarding dialogical andragogy implementation for professional development of educational leaders. Analysis of 958 feedback questionnaires, organizational documents, and observations demonstrates substantial successes and meaningful challenges across the model's three components. Success in Creating Inspiration The first component successfully generated transformative learning experiences. Educational leaders reported perspective transformation through exposure to innovative pedagogical approaches, international experts, and unfamiliar learning environments. As one participant stated: "This created a consciousness change in me." The process effectively created "disorienting dilemmas" essential for transformative learning (Mezirow, 1997), broadening professional horizons and challenging existing assumptions about educational leadership. Developing Expertise and Skills The second component successfully connected learning to immediate professional leadership needs. Educational leaders developed expertise through active inquiry processes, international dialogues with educators, and practical methodologies applicable to their supervisory work with school principals and teaching staff. The learning was highly relevant: "Solutions directly impact my daily work." Participants expressed intentions to implement learned methodologies with their teams, demonstrating alignment between adult developmental tasks and professional expertise development (Havighurst, 1948). Peer Learning and Professional Identity The third component created strong learning communities and strengthened collective professional identity among educational leaders. Participants valued diverse interdisciplinary collaboration: "Working with colleagues from different fields provided new perspectives." The process connected individual learning with organizational implementation, though educational leaders expressed need for greater organizational continuity and senior leadership involvement. Key Challenges Three primary challenges emerged: time management tensions between learning depth and professional commitments; adaptation to heterogeneous audiences with varying knowledge levels; and organizational continuity gaps between learning processes and practical implementation in schools. Implications Findings demonstrate that dialogical andragogy effectively enhances educational leadership identity and practice (Oliveira et al., 2024) when properly implemented, offering transferable insights for European educational systems addressing similar diversity and professional development challenges.

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