Selection of instructional strategies by religious educators to foster readiness for self-directed learning in adults

How religious educators select instructional strategies to foster readiness for self-directed learning in adults was researched by surveying 75 certified and practicing Directors of Christian Education (DCE) in The Lutheran Church-Missouri Synod (LCMS). Ten of those surveyed were selected for interview on the basis of scores on the Guglielmino, (1977) Self-Directed Learning Readiness Scale (SDLRS).;Ten adult religious educators were interviewed using a standardized open-ended interview process that included 13 questions, reporting the selection of instructional strategies used in an adult religious education setting. Descriptive analysis was used to draw conclusions from the verbatim transcripts of the interviews.;The study found that the 10 adult religious educators scored average, above average or high on the SDLRS and primarily used a teacher-directed approach to adult education. While perceiving that the establishment of relationships amongst adults is important in the teaching and learning process, those interviewed do not utilize relationships in fostering the critical dialogue necessary for self-directed learning. In addition, those interviewed make decisions regarding learner responsibility without apparent connection to personal self-directed readiness levels. Those interviewed appear willing to share decision-making in the teaching and learning process except in matters of theological content. In addition, those interviewed do not appear to intentionally move adults toward the development of self-directed learning characteristics, do not assess the adult learner's readiness for self-direction, and do not appear to select instructional strategies that move the learner toward self-direction.;The research indicates the need for continuing education opportunities to support DCEs in moving from fostering a teacher dependent setting to one that equips the adult learner for increased self-direction in religious education. In addition, the curricula used to prepare DCEs needs to be revised, incorporating principles of self-directed learning, supporting the DCE as a self-directed learner and teaching the DCE how to foster self-direction in the adult learner. Further, the LCMS needs to foster free and open Fora exploring the development of adult religious education that fosters self-directed learning. Finally, Guglielmino's (1977) SDLRS needs further study with regard to the use of scores in the teaching and learning process.