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Using narrative reflections, the authors examine how they purposefully adapted teaching in a fluctuating, fluid, and stressful environment. They identify educator and learner agency as a foundational pedagogical tool and analyze three themes: retrospective reconstruction for curriculum assessment, reciprocal anxieties in supporting personalized learning, and mental preparation versus provision for overloaded learners.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reviving-and-reinstating-adult-educators-agency-within-adult-and-post-secondary-programmes/589077/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/reviving-and-reinstating-adult-educators-agency-within-adult-and-post-secondary-programmes/589077.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What central challenge do the authors address for adult educators during COVID-19?","Question",{"text":112,"@type":113},"They address how to purposefully adapt teaching and learning practices in a fluctuating, fluid, and stressful environment while moving from online classroom planning to remote teaching realities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do educator and learner agency function in the article’s conclusions?",{"text":117,"@type":113},"Educator and learner agency is presented as a foundational pedagogical tool, supported by analysis of three themes embedded within agency-related practice.",{"name":119,"@type":110,"acceptedAnswer":120},"What three overarching themes emerge from the authors’ analysis?",{"text":121,"@type":113},"Retrospective reconstruction when assessing curriculum, reciprocal anxieties when supporting personalized learning environments, and mental preparation versus provision when engaging overloaded learners.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589077,1792188971,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","Reviving and Reinstating Adult-Educators’Agency within Adult and Post-Secondary Programmes  \nchristine helen arnold, cecile badenhorst,  \nand john hoben  \nAbstract  \nIn this article we reflect on the challenges we have encountered regarding our teaching and learningpractices as adult educators during the COVID-19 pandemic. Through narrative reflections, we grapple with this rapidly changing teaching and learning environment. Our collection of adult and post-secondary programmes were designed to be delivered in an online classroom mode and traditionally have been offered with limited face-to-face interactions. Given this circumstance, we felt equipped and ready to confront the move to remote teaching. As the pandemic weeks turned into months, we found ourselves needing support from each other because of unprecedented pedagogical challenges. We asked ourselves the following fundamental question: how do we purposefully adapt our teaching and learning in a fluctuating, fluid, and stressful environment? We provide insights into our experiences and strategies, concluding that, ultimately, we turned to educator and learner agency as a foundational pedagogical tool. Analysis revealed three overarching themes embedded within educator and learner agency which included retrospective reconstruction when assessing curriculum, reciprocal anxieties when supporting personalised learning environments, and mental preparation versus provision when engaging overloaded learners.  \nKeywords: Post-Secondary/Tertiary Education, Learner Agency, AdultEducators and Learners, Online Learning, Remote Learning  \nIntroduction  \nThe adult learning landscape is complex, evolving, and includes an ongoing tension between current critical, humanistic, and economic conceptions of learner identity and society (Regmi, 2015). Addressing occupational and social mobility needs, diversity, inclusion and equity, and providing widespread access  \nto programmes are challenges on their own. Adding the COVID-19 pandemic into the mix provides additional pressures. Within the Canadian context, our undergraduate post-secondary1 programmes purposefully integrated the fields of adult and post-secondary education, which is relatively unique. The foundation is the Post-Secondary Instructors Certificate, required for all educators –professionals and practitioners –working within Newfoundland and Labrador’s colleges, and across industries as instructors and trainers (hairdressing, woodworking, engineering, etc.) . Additional undergraduate programmes (Diploma in Post-Secondary Education and Bachelor’s Degree in Post-Secondary Education as a first and second degree) are structured around the Instructor’s Certificate. For example, if learners complete the sixcourse Instructor’s Certificate, they can add another four courses to achieve the Diploma, and with further courses, they can complete the Degrees. Adult learners have multiple pathways specifically designed for those studying at the university level for the first time and those pursuing further education.  \nStructurally and organisationally, our programmes were offered exclusively online prior to the pandemic. When the pandemic hit, we felt well-prepared for the shift to remote teaching. We soon realised that more nuanced concerns emerged, particularly around social and emotional access. We became apprehensive regarding our adult learners’ abilities to maintain their own teaching and learning environments when many work in essential service fields, while struggling to address mental health and medical requirements and managing familial responsibilities during a time when resources are overextended.  \nIn this study, we employ a narrative research methodology using narrative reflections we composed, shared, and analysed as we grappled with challenges encountered in our teaching and learning practices as adult-educators throughout the COVID-19 pandemic.  \nOur Context  \nNewfoundland and Labrador, similar to Ireland, shares a colonial ","cbCaieuazjFsXJLG","https://ap.wps.com/l/cbCaieuazjFsXJLG","pdf",151585,11,"English","# Abstract\n# Introduction\n# Our Context","[{\"question\":\"What central challenge do the authors address for adult educators during COVID-19?\",\"answer\":\"They address how to purposefully adapt teaching and learning practices in a fluctuating, fluid, and stressful environment while moving from online classroom planning to remote teaching realities.\"},{\"question\":\"How do educator and learner agency function in the article’s conclusions?\",\"answer\":\"Educator and learner agency is presented as a foundational pedagogical tool, supported by analysis of three themes embedded within agency-related practice.\"},{\"question\":\"What three overarching themes emerge from the authors’ analysis?\",\"answer\":\"Retrospective reconstruction when assessing curriculum, reciprocal anxieties when supporting personalized learning environments, and mental preparation versus provision when engaging overloaded learners.\"}]","Reviving and Reinstating Adult-Educators’ Agency within Adult and Post-Secondary Programmes | PDF",1792066509,28]