Analysis of Lifelong Education Practice Experiences through Grounded Theory

Analysis of Lifelong Education Practice Experiences through Grounded Theory | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article Analysis of Lifelong Education Practice Experiences through Grounded Theory OK HAN YOON This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5266989/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study aims to provide insights into the direction of lifelong education practice by analyzing the experiences of lifelong education practice through grounded theory to enhance the professionalism of lifelong educators. To achieve the research objective, interviews with seven participants in lifelong education practice were analyzed using grounded theory, and the results are as follows. First, the central phenomenon regarding the experience of lifelong education practice was the re-establishment of the concept of lifelong education. Second, the process analysis using grounded theory revealed that the prospective lifelong educators went through stages of exploration, acceptance, adjustment, and establishment during their practice. Third, the core category that integrates and connects the categories in this study, which is also the central phenomenon, is the re-establishment of the concept of lifelong education. The outcomes include heightened expectations for lifelong education and the achievement of self-realization through lifelong education. Social science/Education Social science/Social policy Lifelong Education Practice Grounded Theory Professionalism in Lifelong Education Lifelong Educator Certification System. Practical Experience 1. Introduction As human life expectancy increases and the pace of social change accelerates, interest in lifelong learning is growing. Strengthening the competencies and expertise of lifelong education professionals is crucial to providing high-quality, diverse lifelong education, which is why the South Korean government has implemented a qualification system for lifelong educators. This system was initially established under the Social Education Act on December 31, 1982, designating professionals as social education officers. On August 31, 1999, the system was reformed under the Lifelong Education Act, renaming these professionals as lifelong educators, a designation that continues to this day (Lee, 2021 ). The laws related to lifelong educator qualifications are covered under Article 24 of the Lifelong Education Act, and the specific courses required for qualification are outlined in Article 5 of the Enforcement Decree of the Lifelong Education Act. The five mandatory courses are Lifelong Education Theory, Lifelong Education Program Development, Lifelong Education Methods, Lifelong Education Management, and Lifelong Education Practicum (which includes 4 weeks of field training, totaling at least 160 hours over 20 days). Among these, the Lifelong Education Practicum is a system in which educational institutions and lifelong education organizations collaboratively provide students with practical field training for a set period, with students receiving academic credits for completion. This practicum is designed to foster individuals with the adaptability and professionalism necessary for lifelong education (Ministry of Education, 2015 ). Practicum courses are critical for obtaining certification in various fields. For instance, teaching practicums are considered one of the most valuable experiences in teacher training, allowing prospective teachers to apply the theories and methods they have learned in actual classroom settings (Conderman et al., 2005 ). In the context of teaching, field practicums are conducted in kindergartens, elementary, secondary, and special education schools, corresponding to the type of teaching certification being pursued (Ministry of Education, 2023 ). Similarly, lifelong education practicums are conducted with the same objective. The experience gained through the lifelong education practicum plays a significant role in the development of professionalism among lifelong educators. Through hands-on experience, lifelong educators can apply knowledge gained in their courses and cultivate the expertise and core competencies required for their roles. Given the importance of the lifelong education practicum, the Lifelong Education Act was revised in 2008, extending the practicum duration from three to four weeks. As the final stage of lifelong educator training, the practicum is crucial in offering practical fieldwork experience related to lifelong education duties. Therefore, this practicum must provide prospective lifelong educators with the opportunity to gain direct experience in their duties and help them develop the professional expertise required to perform their roles effectively in the field (Park, 2020 ). Various studies have been conducted to improve the professionalism and practical skills of lifelong educators: Research on the professionalism of lifelong educators (e.g., Bae, 2022 ; Bae et al., 2020 ; Byun, 2003), Research on effective lifelong education practicums (e.g., Park, 2020 ; Park & Han, 2016), Research on the experiences of students during lifelong education practicums (e.g., Kook, 2018; Kim, 2016 ; Park & Choi, 2008 ). While these studies provide some insight into the lifelong educator training system through the analysis of lifelong education professionalism and practicum experiences, no studies have deeply analyzed the actual experiences of lifelong education practicums using grounded theory. Grounded theory is a qualitative research methodology that explores real-world phenomena to gain new insights into specific social contexts (Lee & Kim, 2012 ; Morse, 2001). The core concepts of grounded theory are as follows: Experience-based learning emphasizes the formation and development of knowledge and insight through direct experience. Individualization considers the differences and needs of learners, offering personalized learning experiences. Social interaction promotes learning through interaction and cooperation among learners. Reflection and introspection provides learners with opportunities for reflection, encouraging them to consciously revisit and understand their learning experiences. By reflecting on their experiences, learners can discover new meanings, gain understanding, and achieve changes in knowledge and behavior. Grounded theory offers meaningful insights into human actions and interactions by providing intuitive understanding and enhancing comprehension of specific social phenomena (Morse, 2001). Therefore, grounded theory plays a crucial role in effectively capturing the experiences of lifelong education practicums and supporting the development and growth of learners. This study aims to analyze the experiences of lifelong education practicums through grounded theory to provide suggestions for improving lifelong education practices and enhancing the professionalism of lifelong educators. The research question is: What do prospective lifelong educators experience during lifelong education practicums? 2. Theoretical Background 2.1. Structure of the Lifelong Education Practicum Course A lifelong educator training institution refers to a university or a credit bank institution that offers and operates courses established in accordance with lifelong education laws for the purpose of training lifelong educators. The lifelong education practicum is related to the “Lifelong Education-Related Subjects” (Annex 1 of the Enforcement Regulations of the Lifelong Education Act, Article 5, Paragraph 1). The field practicum must be conducted for at least 4 weeks (a minimum of 20 days, totaling 160 hours). The practicum should be conducted in conditions similar to the working environment of the host institution to ensure its effectiveness, with 8 hours per day (9:00 AM to 6:00 PM), 5 days a week (Monday to Friday) (Ministry of Education, 2015 ). In consideration of the purpose of the field practicum, students are only allowed to enroll in the practicum course if they have completed the prerequisite courses. In universities or institutions, students must have completed the four required courses (Introduction to Lifelong Education, Lifelong Education Methods, Lifelong Education Program Development, Lifelong Education Management) except for the Lifelong Education Practicum. The structure of this practicum course is outlined in Table 1 . Table 1 Structure of the Lifelong Education Practicum Course (Ministry of Education, 2015 ). Open a course related to lifelong education practice and assign a professor in charge of the lifelong education practice course. ⇓ Pre-training (4 weeks) Practical Training O/T (1 week) - Explain the purpose of lifelong education practice - Explain the contents related to the attitude and posture of lifelong education interns (guidance on etiquette) - Explain the duties related to lifelong education instructors - Explain the lifelong education practice guidelines and lifelong education practice progress process ※ Lifelong education practice orientation is for all interns, and attendance to one is mandatory (photo) Practical Seminar (3 weeks) Ⅰ - Share the characteristics and main practice contents of each lifelong education practice institution Ⅱ - Provide guidance on lifelong education practice content and writing of practice logs Ⅲ - Pre-analyze lifelong education training institutions and check training schedules (Presentation by all trainees) - Discuss the problems and improvements in the practice plan for each student - Pre-analyze lifelong education training institutions and check training schedules ⇓ (Start lifelong education practice after pre-training) Field training (4 weeks or more) Field Practice Mid-term Inspection - Check the operation, form, and conditions of the lifelong education training institution - Check the attitude and status of the trainee during the field training ※ The professor in charge of the training subject must visit the training institution (based on the photo) ⇓ Reporting and Evaluation (2 weeks) Practice Final Evaluation I․II - All participants in the internship will present and share the results of the internship ※ The final evaluation meeting for the lifelong education internship should be a total of 6 hours (2 times) (based on photos) ⇓ (Field training completed before grades are calculated) Calculating grades 2.2. Research on Domestic Lifelong Education Practicum Experience Regarding the first, Kim and Park ( 2007 ) analyzed interview data from seven students who were participating in classes to obtain a lifelong education certificate. The results showed an increased understanding of the practical areas of lifelong education and a growing interest in employment in the field, with students developing their roles and identities. Additionally, they expressed a high demand for teaching and learning methods that provide knowledge, skills, and attitudes applicable in the field through obtaining the lifelong education certificate. They experienced difficulties in integrating the educational content acquired from various subjects into a comprehensive competency and perspective. The study suggested that the results could contribute to improving and refining lifelong education certification training programs by understanding and considering the learners’ situations. Second, a study exploring the experiences of lifelong education practicum students and the perceptions of students and practicum institution representatives was conducted by Park and Choi ( 2008 ). They presented results from analyzing data from the practicum journals of 26 students, interviews with 11 students, and interviews with 3 practicum institution representatives. The study found that during the practicum, students experienced only limited job areas within the lifelong education professional’s role, performed many simple auxiliary tasks, and encountered issues such as the non-professionalism of practicum institution representatives and difficulties with systematic practicum provision. The researchers suggested that lifelong education practicums must establish key job areas through agreements with relevant institutions and that practicum institution representatives’ professionalism must be enhanced. Third, concerning research on lifelong education practicum content, Park ( 2020 ) analyzed the relative importance of lifelong education practicum content for 36 lifelong education professionals. The results indicated that the relative importance of practicum content was highest for field practice, followed by orientation, practicum seminars, and practicum evaluation. Among 19 practicum content items, high importance was given to actual job responsibilities, understanding the practical work of lifelong education professionals, the characteristics of different practicum institutions, and sharing important practicum content. The study suggested the need for significant and systematic experience in lifelong education practicum. Park and Han (2016) applied a case analysis technique called the logic model to study the cases of lifelong education practicum programs with 12 participants. Fourth, regarding research on the experiences of lifelong education professionals, Kim ( 2016 ) analyzed the identity development of lifelong education professionals in the field through the experiences of eight professionals working in local governments. While the professional expertise of lifelong education professionals was recognized, they were overwhelmed by excessive work without sufficient autonomy and authority because they comprised a minority of contract workers. The research suggested that institutional mechanisms recognizing the professionalism of lifelong education professionals and the importance of lifelong education professional training are crucial. Kook (2018) also researched the practice aspects and the transformation of experiential learning of lifelong education professionals based on field experiences in local government positions. 3. Research Methodology 3.1. Grounded Theory This study utilized the grounded theory method, which is a qualitative research methodology aimed at gaining a new understanding of specific social phenomena by exploring practical areas (Lee & Kim, 2012 ; Morse, 2001). Grounded theory involves three stages. The first stage is open coding, which is the phase of understanding and analyzing the phenomenon. This stage involves systematically analyzing the collected data, with a primary focus on systematic explanatory power regarding the phenomenon. The second stage is axial coding, which involves analyzing the relationships between categories. This stage is focused on explaining and predicting the phenomenon. The third stage is selective coding, which is the process of integrating theories. This stage primarily focuses on predictive power in relation to the phenomenon (Yoo, 2022). 3.2. Participants The theoretical sampling method was used to select research subjects (Corbin & Strauss, 2008 ). This study targeted prospective lifelong education professionals who completed their practicum to obtain a lifelong education certificate. The practicum periods were as follows: the first session in 2023 occurred between January, April, and June for four weeks (at least 20 days, 160 hours or more), and the second session took place in September and November 2023. The first round of research involved email communication and interviews with three students who completed their practicum during the first session. The second round involved email communication and interviews with four students who completed their practicum during the second session. The general characteristics of the lifelong education practicum participants in the study are shown in Table 2 . Table 2 General characteristics of study participants Participants Grade Gender Types of lifelong education institutions Method Ko○○ 4th-year college student female Other type Email/Face-to-Face Kim○○ female Standalone Lee○○ female Dedicated KIM○○ man Other type Yoon○○ female Standalone Im○○ man Dedicated Lee○○ female Standalone 3.3. Data Collection and Analysis This study collected data using structured interview questionnaires, interviews at lifelong education practicum sites, comments from lifelong education practicum evaluation sessions, interviews with practicum participants, and field notes and memos from lifelong education trainees. The data collection period took place from June 3, 2023, to June 12, 2023, for the first round and from November 4, 2023, to December 11, 2023, for the second round. The email and interview questions included prompts such as, “What was your mindset before starting the lifelong education practicum?” “Did you face any difficulties in selecting a lifelong education practicum institution?” “What did you learn from the lifelong education practicum?” and “What experiences did you gain from the lifelong education practicum?” The interviews with research participants lasted about 20 minutes per session, with follow-up interviews lasting around 5 minutes. Depending on the situation, one to two interviews were conducted. The collected data were analyzed using Yoo’s (2022) systematic grounded theory method. The detailed analysis process consisted of phenomenon understanding analysis, category relationship analysis, and theory integration analysis, with each stage based on a repetitive comparative analysis method. This process involves continuously comparing and analyzing the original scattered data to repeatedly generate abstract concepts and categories (Yoo, 2022). Through this process, the researcher can compare phenomena, concepts, and categories, identify similarities and differences, and understand their relationships to form theories. The specific stages are as follows: The first stage is the open coding stage . It involves grouping scattered data collected from research participants into meaningful chunks through repetitive comparative analysis, deriving and interpreting concepts and categories to systematically and deeply understand the phenomenon (Yoo, 2022). Open coding involves breaking down the text to grasp participants’ thoughts and meanings. Here, “phenomenon” refers to the central phenomenon dealt with in the research, i.e., the research topic. “Understanding” refers to the knowledge gained through the theory generated by the research. Through this analysis, “concepts” and “categories” can be obtained, which enable an in-depth understanding of the phenomenon. Concepts were captured as vividly as possible using the expressions of lifelong education trainees. For example, one concept was summarized as, “It took time to adapt to the lifelong education practicum, and just as I began feeling close to the learners after observing lifelong education programs and assisting with classes, the practicum ended, which was disappointing.” After classifying the concepts, subcategories and categories were derived. The second stage is the axial coding stage , which involves analyzing category relationships. Grounded theory is used to systematically explain and predict phenomena, making the analysis of relationships essential in theory formation. Axial coding refers to reorganizing the data analyzed in the open coding stage to derive various results (Corbin & Strauss, 2008 ; Kim, 2021 ). This stage provides a framework to systematically and effectively analyze the complex relationships among categories in actual research. It includes analyzing causal relationships, process relationships, and micro-macro relationships. The categories derived as concepts were organized as causal conditions, contextual conditions, central phenomena, mediating conditions, action strategies, and outcomes, and the grounded data, initial concepts, and subcategories were reviewed and rechecked. The third stage is the selective coding stage , which involves theory integration and analysis. This stage involves integrating the results derived from the phenomenon understanding analysis and category relationship analysis stages to generate theory (Yoo, 2022). Through these earlier stages, the core concept of the research emerges, which is called the “core category.” The core category represents all the concepts and categories derived from the research and abstractly and concisely explains what the study is about (Corbin & Strauss, 2008 ). Selecting a core category and generating and verifying theory is necessary. Although theories can be presented in various ways, they are generally shown in the form of a visual model. 3.4. Ethical Considerations, Validity, and Reliability of the Study Based on the reliability and validity criteria proposed by Lincoln and Guba ( 1985 ), efforts were made to ensure the accuracy, objectivity, and consistency of data analysis. The triangulation method and peer debriefing were employed during the analysis and result derivation process. The generated theoretical model was explained to qualitative research experts to verify its validity. After discussions with two qualitative researchers in the field of education, the categories were finalized. To ensure objectivity in coding, three Ph.D. holders in education compared their respective coding results and organized the final coding outcome. 4. Analysis of Research Results 4.1. Open Coding: Categorization of Data Based on the interview content of the study participants, key concepts related to the lifelong education practicum experiences of the participants were identified and extracted. The similar or interrelated content among the core concepts was classified, and the process experienced during the lifelong education practicum was categorized. As a result, 58 concepts, 10 subcategories, and 6 categories were derived, as detailed in Table 3 . Table 3 Categorization of supporting data through open coding Concept Subcategories Category I was able to learn about the overall work of lifelong education instructors, research and analysis, planning, program development, operational support, teaching and learning, change promotion, counseling consulting, evaluation reports, etc. ∙There were some difficult aspects because the internship was tightly planned. In particular, developing a mock lifelong education program posed substantial burdens because the program planning, development, promotion, and marketing had to be completed in 2–3 days. Lifelong education General Work learning Lifelong Educator Job Area Specific Practical Experience As a result of this 160-hour lifelong education internship and working as an intern for a short period of 8 months, I realized that I am happy when I work in lifelong education-related work. If I have the opportunity to go into the lifelong education field, I will try it. I hope that this internship experience will be helpful when I enter the field and perform related duties in the future. Lifelong education field Efforts for employment When learning in class, I thought it was important to design a program that met the needs of both the learners and the institution so that they could survive. While watching the institution design the program, I learned that while that was important, in the case of receiving national funding, it was planned and operated in accordance with the guidelines of the Ministry of Employment and Labor and the Ministry of Gender Equality and Family, and there were many audit days and records were inspected, so the cost, number of people, and completion were all accurately and meticulously organized. The teacher in charge was in charge of the Tomorrow Learning Card night course alone, so we didn’t spend much time together, but he gave me good directions, reviewed my writing, and gave me feedback. I realized that relationships and communication were important when working while eating lunch with the program team. Efforts to form relationships Efforts to form relationships I was able to learn the most about how to deal with situations where there were problems in interpersonal relationships. Since there were many programs, there was a lot of work, and there was a high possibility that many problem situations would suddenly occur, and many actually occurred. If I had not had this practical experience, I don’t think I would have been able to respond appropriately when such situations arose. However, as I experienced the situation and actually dealt with it, I saw myself responding without panicking as the practical training progressed. Problem-solving in unexpected situations in relationships I had never seen or heard about the job of a lifelong education instructor, so I wanted to learn more about it properly through this opportunity. I hadn’t decided on a career path yet, but I was considering becoming a lifelong education instructor, so I had high hopes that it would help me decide on a career path. Expectations for lifelong education instructors Expectations for lifelong education I felt like I wanted to work in the field of lifelong education. I didn’t really know how prevalent lifelong education was in my daily life or in the environment surrounding me, so I thought that the scope of my work in the field of lifelong education was limited. However, after the internship, I realized that these are things that I could do while working in the field of lifelong education, and I wanted to do it. In particular, I was satisfied with the work of this internship institution, so I wanted to work even more. I wanted to demonstrate my talents through lifelong education. Expectations for self-realization through lifelong education It is not a job that is often seen by people, even by participants in lifelong education programs, and the phrase “lifelong education” suggests it is not a program that will have short-term effects. I realized that this entire process will be helpful for all future steps. I felt a sense of responsibility because I thought that many people could live better lives because of me. When I developed and implemented a lifelong education program, the participation rate was very high, and learners gained a lot from the program. Reestablishment of Lifelong Education Center Reestablishment of Lifelong Education Center Since the work of lifelong education instructors differs depending on the lifelong education institution, I heard the reviews of my peers who had already done the internship, but I was worried and nervous because I had no idea what I would be doing. And since I knew that there was a final step during the internship, which was developing a lifelong education program, I was most worried about whether I could do it. The desire to become a good lifelong educator Excellent Lifelong Educator Desire There were many difficulties in selecting a lifelong education training institution. When I started looking for lifelong education institutions while taking lifelong education training courses, there were many institutions registered on the website, but not many institutions were willing to provide training, and private institutions often charged fees. Lifelong Education Teacher Limitations of Practice The Limits of Lifelong Learning Practice It took me a while to get used to doing lifelong education internships, and I felt close to the learners while observing lifelong education programs and assisting with classes, so I quit, which made me regret the internship period. I was able to learn what kind of work is actually done in lifelong education settings and how the theoretical parts we learn are utilized. Even though I knew the theory, it was harder than I thought to apply it to real situations, and I felt that studying the theory and flow and having various experiences were necessary to become a good lifelong education instructor. Lifelong Education Theory and Practice The Difference 4.2. Axial Coding: Category Analysis According to the Grounded Theory Paradigm 4.2.1. Paradigm Model Based on Axial Coding Axial coding is the process of analyzing category relationships by connecting categories with subcategories. As a result of category analysis using the paradigm during the axial coding process, the causal condition for pre-service lifelong educators’ lifelong education practicum experience was found to be the “desire to become a good lifelong educator,” and the central phenomenon was identified as the “redefinition of the concept of lifelong education.” The contextual conditions for the central phenomenon were “limitations of lifelong education practice” and “discrepancies between theory and practice,” while the intervening conditions for the interaction strategies were “efforts to gain employment in the lifelong education field” and “checking the requirements for practicum experience in different job roles.” The interaction strategies were “responding to unexpected situations in relationship building” and “making efforts to form relationships,” and the outcomes were derived as “expectations for the lifelong education field” and “self-realization through lifelong education.” The paradigm model based on axial coding is shown in Table 4 . Table 4 Paradigm model of prospective lifelong education instructors’ lifelong education practice experience Contextual Conditions: -Limitations of Lifelong Education Practice -Gap between Theory and Practice Causal Condition: The desire to become a good lifelong educator Central phenomenon: Reestablishing lifelong education Interaction Strategies: - Dealing with emergencies in relationship-building - Making efforts to build relationships Results -Expectations for lifelong education -Self-realization through lifelong education Mediation Conditions: - Efforts to find employment in the lifelong education field - Check the practical experience requirements for each lifelong education job field First, causal conditions consist of events or circumstances that lead to or cause a particular situation to occur (Corbin & Strauss, 2008 ). Analyzing the data in this study showed that the phenomenon that triggered or led prospective lifelong educators to reestablish their lifelong education perspectives as lifelong educators was the “desire to become a good lifelong educator.” The properties and dimensions of this category are shown in Table 5 . Table 5 Attributes and dimensions of causal conditions Category Attribute Dimension The desire to become a good lifelong educator level high-low Second, contextual conditions refer to specific circumstances that influence and are influenced by a phenomenon or particular conditions that create problems. These conditions regulate and implement actions and interaction strategies, serving as concrete factors in responding to a specific phenomenon (Corbin & Strauss, 2008 ). In this study, the contextual conditions that affected the process in which prospective lifelong educators reestablish their perspectives on lifelong education were the conflicts they experienced as they faced the “situational limitations as lifelong education interns” and the difficulties encountered in the process of “considering how to deal with problematic behaviors.” The properties and dimensions of this category are shown in Table 6 . Table 6 Attributes and dimensions of contextual conditions Category Attribute Dimension Lifelong education practice limits level high-low The difference between theory and practice level high-low Third, the core phenomenon explains “what is happening in the field of lifelong education practice” and refers to the central idea or event that the research participants repeatedly describe through their actions and interaction strategies (Corbin & Strauss, 2008 ). The central idea among prospective lifelong educators in this study is the “reestablishment of their perspectives on lifelong education as prospective lifelong educators.” The properties and dimensions of this category are shown in Table 7 . Table 7 Properties and dimensions of the core phenomenon. Category Attribute Dimension Reestablishment of lifelong education center level Positive-Negative Fourth, intervening conditions refer to broader structural circumstances that either facilitate or compel interaction strategies taken in a given situation or under contextual conditions. Compared to contextual conditions, these conditions more strongly and directly influence interaction strategies (Corbin & Strauss, 2008 ). The conditions mediating the intentional and deliberate actions taken to address the core phenomenon of “reestablishing the lifelong education perspectives of prospective lifelong educators” were the “efforts to secure employment in the field of lifelong education” and the “requirements for practical experience in various areas of lifelong education work.” The properties and dimensions of this category are shown in Table 8 . Table 8 Properties and dimensions of the intervening conditions. Category Attribute Dimension Efforts to find employment in the field of lifelong education level A lot-a little Efforts to gain practical experience in each field of lifelong education level A lot-a little Fifth, interaction strategies are intentional and deliberate actions taken to cope with a situation or address a phenomenon (Corbin & Strauss, 2008 ). In this study, the interaction strategies included involving lifelong educators engaging in “reflective introspection” and making “efforts to build relationships.” The properties and dimensions of this category are shown in Table 9 . Table 9 Properties and dimensions of interaction strategies. Category Attribute Dimension Dealing with emergencies in relationship-building level High-low Efforts to build relationships level A lot-a little Sixth, outcomes are the results that arise from the interaction strategies taken to cope with or address a situation. These outcomes are neither predictable nor intentional (Corbin & Strauss, 2008 ). In this study, the outcomes derived from the process of prospective lifelong educators’ field experiences were “expectations for lifelong educators” and “self-realization through lifelong education.” The properties and dimensions of this category are shown in Table 10 . Table 10 Properties and dimensions of outcomes. Category Properties Dimensions Expectations for lifelong educators Level High - Low Self-realization through lifelong education Level A lot-a little 4.2.2. Process Analysis Process analysis describes evolving states based on the categories derived from the temporal trajectory of processual experiences, undergoing certain stages of change according to the passage of time and structural conditions (Yu, 2022 ). Prospective lifelong educators’ field experiences are structured into four stages: Exploration, Acceptance, Adjustment, and Establishment, depending on the passage of time and the structural conditions of the internship institutions. Exploration Stage In this initial stage, prospective lifelong educators collect and organize information through various channels in preparation for their upcoming field practice. They become concerned about how to adapt to the various environmental changes they will encounter during their internship period. Acceptance Stage During this stage, prospective lifelong educators strive to adapt to the given field practice environment. They recognize and experience conflicts due to various differences in lifelong education planning, program development, operation, and organizational culture. Despite these differences from their ideal practices, it takes a considerable amount of time for them to accept or partially accept these differences, given the limitations of their role as interns. Adjustment Stage At this stage, prospective lifelong educators reflect on the differences between their views and those related to lifelong education planning, development, operation, evaluation, and organizational culture. They engage in various efforts to learn about lifelong education, actively use their relationships with lifelong educators and internship institution staff, and respond proactively to changes in the internship environment. While they may display proactive attitudes to adjust to differences, they may also adopt a passive learning stance by concealing their opinions and resigning themselves in the various relationships encountered during the field practice. Establishment Stage In this final stage, prospective lifelong educators reflect on what they have experienced during their field practice and aim to establish their perspective on lifelong education. This stage involves organizing and reflecting on the issues considered during the Acceptance and Adjustment stages. They determine the forms of efforts for adjustment and link the experiences from the 160 hours of field practice to the rationale for their established perspective on lifelong education, thus aiming to establish a perspective grounded in their experiences. 4.2.3. Selective Coding: Derivation of Core Categories The core category is ultimately derived during the process of selective coding. It represents the central theme of the grounded theory research. In grounded theory studies, the criteria for selecting a core category include its relevance to all the presented categories, frequent emergence in the basic data, connection and integration with other categories, and logical and consistent explanation (Corbin & Strauss, 2008 ). In this study, the core category for prospective lifelong educators’ field experiences was identified as “Expectations for Lifelong Education.” This category reflects how prospective lifelong educators learn about the different roles required in lifelong education environments and how they reflect on their competencies through their experiences during field practice. This aspect led to the selection of the core category. Based on the core category of “Expectations for Lifelong Education,” hypothetical relationships between contextual conditions, intervening conditions, interaction strategies, and outcomes were identified. The researcher adopted four types of field experiences for prospective lifelong educators as theories: “Communicative,” "Reflective," "Conflictual," and "Proactive" (Table 11 ). Table 11 Types of prospective lifelong educators' field experiences Category Subcategory Type Communicative Reflective Conflictual Proactive Causal Conditions Desire to become a good lifelong educator Level High High High High Contextual Conditions Limitations of lifelong education practice Level High High High High Difference between theory and practice Level High High High High Core Phenomenon Reestablishment of lifelong education perspectives Positive Positive Positive Positive Intervening Conditions Efforts to secure employment in the field of lifelong education Amount High High High High Efforts for practical experience in various areas of lifelong education Amount High High High High Interaction Strategies Coping with unexpected situations in relationship formation Level High High High High Efforts in relationship formation Amount High High High High Outcomes Expectations for lifelong education Level High High High High Self-realization through lifelong education Level High High High High Communicative participants actively sought solutions to problems arising during their field practice and played a leading role in reestablishing their lifelong education perspectives through active communication with their lifelong education mentors. They deeply reflected on themselves and attempted problem-solving through communication with organizational members. This type included participants who were assigned specific tasks. Example "I used to think it was important to align the program with learner needs and the institution's survival. However, through observing the program structuring at the institution, I learned the importance of complying with guidelines from government agencies and keeping detailed records, thanks to communication with my supervisor." Reflective participants engaged in deep contemplation of the problems encountered during their field practice and demonstrated a willingness to accept knowledge and information from lifelong education mentors. They continuously worked to reestablish their lifelong education perspectives but tended to adopt information or programs received from others without much critical engagement. This type exercised less effort in checking the requirements for lifelong educators. Example "Despite hearing about others' experiences, I was worried and anxious because I didn't know what tasks I would be doing. After the practice, I realized the value of lifelong education and felt a sense of responsibility in contributing to others' lives through this work." Conflict ual participants found the working environment at lifelong education institutions unsatisfactory and showed lower expectations for lifelong education. They put effort into planning and operating lifelong education programs but felt they had little experience and did not have high expectations for lifelong education. They tended to distance themselves from lifelong education in their various environmental interactions. Example "I plan to enter a psychology graduate program after graduation and don't intend to work in the lifelong education field. The environment at the practice institution did not encourage active involvement in the field." Proactive participants deeply contemplated the problems encountered during their field practice and made substantial efforts in various areas of lifelong education, such as planning, program development, and operation. They continuously worked to enhance their competencies and showed high expectations for lifelong education. Example "I learned how to handle unexpected situations effectively and realized that my field practice experience has prepared me well for future challenges. I am now more inclined to pursue a career in lifelong education." 5. Conclusion and Recommendations This study aimed to analyze the field experiences of prospective lifelong educators through grounded theory to provide implications for improving lifelong education practice. The study involved interviewing seven participants and analyzing the data using grounded theory. The findings are as follows: 5.1. Core Phenomenon: Reestablishment of Lifelong Education Perspectives The core phenomenon identified in this study is the reestablishment of lifelong education perspectives. Over 4 weeks, 20 days, and 160 hours of field practice, various changes occur as participants interact with multiple factors. Although they initially desire to become effective lifelong educators, they undergo a period of reflection due to the limitations of the practice and the gap between theory and practice. Contextual conditions, such as the limitations of field practice and the difference between theory and practice, play a significant role. Despite these conditions, participants engage in strategies such as handling unexpected situations in relationship formation and efforts to build relationships. Intervening conditions, such as trying to secure employment in the lifelong education field and meeting requirements for practical experience, influence these strategies. The outcomes vary based on how these strategies operate, resulting in differing expectations for lifelong education and self-realization through lifelong education. 5.2. Process Analysis through Grounded Theory The process analysis through grounded theory revealed that prospective lifelong educators undergo stages of exploration, acceptance, adjustment, and establishment during their field practice. However, these stages are not necessarily completed within the 4 weeks but are experienced over the entire practice period. Additionally, not all participants go through all stages; their experiences vary depending on the field practice institution. This variation arises because the experiences provided by lifelong education institutions are not standardized but depend on the specific tasks and roles of each institution. 5.3. Integration and Connection of Categories The core category, or central phenomenon, is the reestablishment of lifelong education perspectives, and the results include expectations for lifelong education and self-realization through lifelong education. The study shows that the core phenomenon interacts with contextual conditions, intervening conditions, interaction strategies, and outcomes. These factors influence how prospective lifelong educators reestablish their perspectives. The study identified four types of field experiences: Communicative, Reflective, Conflictual, and Proactive. 5.4. Recommendations: 5.4.1. Institutional Mechanisms for Selecting Field Practice Institutions Institutional mechanisms are needed to assist in the selection of field practice institutions. Students often face difficulties in choosing institutions, with some having relaxed acceptance standards while others employ stricter standards or require fees. Institutions with heavy workloads may accept students for menial tasks rather than providing systematic experiences. Thus, institutional mechanisms should be established to ensure that students receive meaningful and systematic field practice experiences. 5.4.2. Systematic Guidelines and Management for Field Practice Although there are many field practice institutions, there is a lack of systematic guidelines and management. The experiences provided can vary based on personal relationships with lifelong educators. The Ministry of Education's guidelines provide detailed instructions, but few institutions implement them systematically. There is a need to explore ways to ensure that students gain practical experience based on these guidelines. This could involve conducting training for lifelong educator training institutions, although current implementation is lacking. Strengthening collaboration with field practice institutions and considering institutional improvements are necessary. 5.4.3 Reevaluation of Internship Experience The guidelines from the Ministry of Education state that certain activities, such as short-term internships or social service activities, are not recognized as field practice. However, some proactive students have expressed the need for diverse experiences like extended internships. The internship system should be reevaluated to include a range of practical experiences, including longer internships. 5.4.4. Certification System for Excellent Field Practice Institutions A certification system for excellent field practice institutions should be established to enhance the professionalism experienced in field practice. This system would select and certify institutions that conduct field practice systematically and professionally. This system could be modeled after the Human Resource Development Excellence Certification Program, which recognizes organizations for effective human resource management and continuous development. A similar certification system for field practice institutions should be considered to improve the quality of lifelong education field practices. 5.4.5. Limitations and Future Research This study had a small sample size of seven participants. Thus, its findings may not fully represent the diverse experiences of all students. Additionally, the study did not analyze experiences by the type of lifelong education institution due to sample limitations. Future research should include a larger sample of students and different types of lifelong education institutions, as well as consider the difficulties and opinions of field practice supervisors. Such research could provide insights into how to certify excellent field practice institutions and further enhance the field practice experience. Declarations Ethical approval: Approved, Department of Education, Kookmin University. All studies were conducted in compliance with relevant guidelines and regulations involving human participants (e.g., the Declaration of Helsinki or similar). Informed consent: I agree. Informed consent was obtained from all participants and their legal guardians to participate in the study. Consent to participate: Agreed Consent to publish: Agreed Funding: No Author contributions: Sole author Competing interests: No Availability of data and materials: Since the data used is from direct interviews with lifelong education interns, it can be applied to students who have completed lifelong education internships. References Bae EK, Lee MY, Kang SH (2020) Trends Analysis of Qualitative and Quantitative Research on Lifelong Educator in Korea Korean J Hum Resource Dev, 22(3):1–31 https:/ /UCI I410-ECN-0102-2021-300-001012885 Bae HR (2022) Analysis of Competency Research Trends in the History of Lifelong Education. Focus on Domestic Papers for 20 Years from 2002 to 2021, Journal of Lifelong Education , 28(4):137–159 https://doi.org/10.52758/kjle.2022.28.4.137 Byeon JI (2003) A Plan to Enhance the Position of Lifelong Educators. J Lifelong Educ 9(2):195–218 Conderman G, Morin J, Stephens JT (2005) Special education student teaching practices. Preventing School Fail 49(3):5–10 Corbin JM, Strauss AL (2008) Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory, 3rd edn. Sage, Los Angeles Glaser BG, Strauss AL (1967) The discovery of grounded theory: Strategies for qualitative research . Lee SW., & Kim SH (Eds. & Trans.). (2011). The discovery of grounded theory: Qualitative research strategies . Seoul: Hakjisa Kim HB (2016) Occupational Socialization of Lifelong Educators: Experiences of Lifelong Educators in Local Governments. J Lifelong Educ 22(3):27–53 Kim HB, Park SY (2007) Exploring Students' Learning Experiences in the Courses of the Lifelong Educator Development. J Lifelong Educ 13(2):75–92 Kim JE, Jeong KO (2009) The Investigation on the Change of Teacher Efficacy of Student Special Education Teacher Through Teaching Practicum. Korean J Phys Multiple Health Disabil 52(4):367–384 Kim JY (2021) A Study on the Professional Development Process of Career Counseling Teachers: Grounded Theory Approach. J Career Educ Res 34(4):1–35. https://DOI:10.32341/JCER.2021.12.34.4.1 Kuk HS (2018) The Transformation of Experiential Learning from the Practices of Lifelong Educators in Korea. J Lifelong Educ 24(2):87–115 Lee DS, Kim YC (2012) Inquiry on the Philosophical Backgrounds and Methodological Characteristics of Grounded Theory as Qualitative Research Method. J Yeol Educ 20(2):1–26 Lee JS, Jo AM (2012) A study on school adjustment process of school violence victims based on the Grounded Theory. Korean Journal of youth welfare ., 14 (1):333–358 Lee KY (2021) An Analysis of Research Trends about Lifelong Educator in Korea. J Learner-Centered Curriculum Instruction 21(4):1105–1128 Lincoln YS, Guba EG (1985) Naturalistic inquiry. Sage, Newbury Park, CA Ministry of Education (2015) Lifelong Education Practice Subject Operation Guidelines. Lifelong Learning Policy Division, Ministry of Education, Sejong Ministry of Education (2019) 2019 Lifelong Educator Qualification System Official Training. National Lifelong Education Promotion Agency, Seoul Ministry of Education (2023) Teacher Qualification Test Practical Manual. Ministry of Education, Sejong Morse JM (2003) Situating grounded theory within qualitative inquiry, In Schreiber, R. S. & Stern, P. N. Using grounded theory in nursing(eds.). 2001. GR Shin, & MY Kim (translated), Grounded theory research methodology. Seoul: Hyeonmunsa Na KE (2012) Grounded Theory on Experience of Pre-service Special Education Teachers during Student Teaching Practice. J special education: theory Pract 13(3):269–289 Park JH, Choi HJ (2008) Exploration of College Students’ Experiences in Practicum for the Lifelong Educator Certificate. J Lifelong Educ 14(4):215–243 Park MS (2020) An Analysis of the Relative Importance of Lifelong Education Practice. J Lifelong Educ HRD 16(1):161–185 Yu KW (2022) Systematic approach to grounded theory methodology: A guide for writing papers. PY Mate Co., Ltd., Seoul Additional Declarations No competing interests reported. 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Introduction","content":"\u003cp\u003eAs human life expectancy increases and the pace of social change accelerates, interest in lifelong learning is growing. Strengthening the competencies and expertise of lifelong education professionals is crucial to providing high-quality, diverse lifelong education, which is why the South Korean government has implemented a qualification system for lifelong educators. This system was initially established under the Social Education Act on December 31, 1982, designating professionals as social education officers. On August 31, 1999, the system was reformed under the Lifelong Education Act, renaming these professionals as lifelong educators, a designation that continues to this day (Lee, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). The laws related to lifelong educator qualifications are covered under Article 24 of the Lifelong Education Act, and the specific courses required for qualification are outlined in Article 5 of the Enforcement Decree of the Lifelong Education Act. The five mandatory courses are Lifelong Education Theory, Lifelong Education Program Development, Lifelong Education Methods, Lifelong Education Management, and Lifelong Education Practicum (which includes 4 weeks of field training, totaling at least 160 hours over 20 days). Among these, the Lifelong Education Practicum is a system in which educational institutions and lifelong education organizations collaboratively provide students with practical field training for a set period, with students receiving academic credits for completion. This practicum is designed to foster individuals with the adaptability and professionalism necessary for lifelong education (Ministry of Education, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Practicum courses are critical for obtaining certification in various fields. For instance, teaching practicums are considered one of the most valuable experiences in teacher training, allowing prospective teachers to apply the theories and methods they have learned in actual classroom settings (Conderman et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2005\u003c/span\u003e). In the context of teaching, field practicums are conducted in kindergartens, elementary, secondary, and special education schools, corresponding to the type of teaching certification being pursued (Ministry of Education, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Similarly, lifelong education practicums are conducted with the same objective. The experience gained through the lifelong education practicum plays a significant role in the development of professionalism among lifelong educators. Through hands-on experience, lifelong educators can apply knowledge gained in their courses and cultivate the expertise and core competencies required for their roles. Given the importance of the lifelong education practicum, the Lifelong Education Act was revised in 2008, extending the practicum duration from three to four weeks. As the final stage of lifelong educator training, the practicum is crucial in offering practical fieldwork experience related to lifelong education duties. Therefore, this practicum must provide prospective lifelong educators with the opportunity to gain direct experience in their duties and help them develop the professional expertise required to perform their roles effectively in the field (Park, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eVarious studies have been conducted to improve the professionalism and practical skills of lifelong educators:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eResearch on the professionalism of lifelong educators (e.g., Bae, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Bae et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Byun, 2003),\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eResearch on effective lifelong education practicums (e.g., Park, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Park \u0026amp; Han, 2016),\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eResearch on the experiences of students during lifelong education practicums (e.g., Kook, 2018; Kim, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Park \u0026amp; Choi, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). While these studies provide some insight into the lifelong educator training system through the analysis of lifelong education professionalism and practicum experiences, no studies have deeply analyzed the actual experiences of lifelong education practicums using grounded theory.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003eGrounded theory is a qualitative research methodology that explores real-world phenomena to gain new insights into specific social contexts (Lee \u0026amp; Kim, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; Morse, 2001). The core concepts of grounded theory are as follows:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eExperience-based learning\u003c/b\u003e emphasizes the formation and development of knowledge and insight through direct experience.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eIndividualization\u003c/b\u003e considers the differences and needs of learners, offering personalized learning experiences.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eSocial interaction\u003c/b\u003e promotes learning through interaction and cooperation among learners.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eReflection and introspection\u003c/b\u003e provides learners with opportunities for reflection, encouraging them to consciously revisit and understand their learning experiences. By reflecting on their experiences, learners can discover new meanings, gain understanding, and achieve changes in knowledge and behavior.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003eGrounded theory offers meaningful insights into human actions and interactions by providing intuitive understanding and enhancing comprehension of specific social phenomena (Morse, 2001). Therefore, grounded theory plays a crucial role in effectively capturing the experiences of lifelong education practicums and supporting the development and growth of learners.\u003c/p\u003e \u003cp\u003eThis study aims to analyze the experiences of lifelong education practicums through grounded theory to provide suggestions for improving lifelong education practices and enhancing the professionalism of lifelong educators. The research question is: What do prospective lifelong educators experience during lifelong education practicums?\u003c/p\u003e"},{"header":"2. Theoretical Background","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.1. Structure of the Lifelong Education Practicum Course\u003c/h2\u003e \u003cp\u003eA lifelong educator training institution refers to a university or a credit bank institution that offers and operates courses established in accordance with lifelong education laws for the purpose of training lifelong educators. The lifelong education practicum is related to the \u0026ldquo;Lifelong Education-Related Subjects\u0026rdquo; (Annex 1 of the Enforcement Regulations of the Lifelong Education Act, Article 5, Paragraph 1). The field practicum must be conducted for at least 4 weeks (a minimum of 20 days, totaling 160 hours). The practicum should be conducted in conditions similar to the working environment of the host institution to ensure its effectiveness, with 8 hours per day (9:00 AM to 6:00 PM), 5 days a week (Monday to Friday) (Ministry of Education, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn consideration of the purpose of the field practicum, students are only allowed to enroll in the practicum course if they have completed the prerequisite courses. In universities or institutions, students must have completed the four required courses (Introduction to Lifelong Education, Lifelong Education Methods, Lifelong Education Program Development, Lifelong Education Management) except for the Lifelong Education Practicum. The structure of this practicum course is outlined in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eStructure of the Lifelong Education Practicum Course (Ministry of Education, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"6\" nameend=\"c6\" namest=\"c1\"\u003e \u003cp\u003eOpen a course related to lifelong education practice and assign a professor in charge of the lifelong education practice course.\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"6\" nameend=\"c6\" namest=\"c1\"\u003e \u003cp\u003e\u0026dArr;\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003ePre-training (4 weeks)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePractical Training\u003c/p\u003e \u003cp\u003eO/T\u003c/p\u003e \u003cp\u003e(1 week)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c6\" namest=\"c4\"\u003e \u003cp\u003e- Explain the purpose of lifelong education practice\u003c/p\u003e \u003cp\u003e- Explain the contents related to the attitude and posture of lifelong education interns (guidance on etiquette)\u003c/p\u003e \u003cp\u003e- Explain the duties related to lifelong education instructors\u003c/p\u003e \u003cp\u003e- Explain the lifelong education practice guidelines and lifelong education practice progress process\u003c/p\u003e \u003cp\u003e※ Lifelong education practice orientation is for all interns,\u003c/p\u003e \u003cp\u003eand attendance to one is mandatory (photo)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"3\" rowspan=\"4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003ePractical Seminar (3 weeks)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eⅠ\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e- Share the characteristics and main practice contents of each lifelong education practice institution\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eⅡ\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e- Provide guidance on lifelong education practice content and writing of practice logs\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eⅢ\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e- Pre-analyze lifelong education training institutions and check training schedules (Presentation by all trainees)\u003c/p\u003e \u003cp\u003e- Discuss the problems and improvements in the practice plan for each student\u003c/p\u003e\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c6\" namest=\"c4\"\u003e \u003cp\u003e- Pre-analyze lifelong education training institutions and check training schedules\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"5\" nameend=\"c5\" namest=\"c1\"\u003e \u003cp\u003e\u0026dArr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e(Start lifelong education practice after pre-training)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eField training (4 weeks or more)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eField\u003c/p\u003e \u003cp\u003ePractice\u003c/p\u003e \u003cp\u003eMid-term\u003c/p\u003e \u003cp\u003eInspection\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c6\" namest=\"c4\"\u003e \u003cp\u003e- Check the operation, form, and conditions of the lifelong education training institution\u003c/p\u003e \u003cp\u003e- Check the attitude and status of the trainee during the field training\u003c/p\u003e \u003cp\u003e※ The professor in charge of the training subject must visit the training institution (based on the photo)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"5\" nameend=\"c5\" namest=\"c1\"\u003e \u003cp\u003e\u0026dArr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eReporting and Evaluation (2 weeks)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePractice\u003c/p\u003e \u003cp\u003eFinal\u003c/p\u003e \u003cp\u003eEvaluation I․II\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c6\" namest=\"c4\"\u003e \u003cp\u003e- All participants in the internship will present and share the results of the internship\u003c/p\u003e \u003cp\u003e※ The final evaluation meeting for the lifelong education internship should be a total of 6 hours (2 times) (based on photos)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"5\" nameend=\"c5\" namest=\"c1\"\u003e \u003cp\u003e\u0026dArr;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e(Field training completed before grades are calculated)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"6\" nameend=\"c6\" namest=\"c1\"\u003e \u003cp\u003eCalculating grades\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.2. Research on Domestic Lifelong Education Practicum Experience\u003c/h2\u003e \u003cp\u003eRegarding the first, Kim and Park (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2007\u003c/span\u003e) analyzed interview data from seven students who were participating in classes to obtain a lifelong education certificate. The results showed an increased understanding of the practical areas of lifelong education and a growing interest in employment in the field, with students developing their roles and identities. Additionally, they expressed a high demand for teaching and learning methods that provide knowledge, skills, and attitudes applicable in the field through obtaining the lifelong education certificate. They experienced difficulties in integrating the educational content acquired from various subjects into a comprehensive competency and perspective. The study suggested that the results could contribute to improving and refining lifelong education certification training programs by understanding and considering the learners\u0026rsquo; situations.\u003c/p\u003e \u003cp\u003eSecond, a study exploring the experiences of lifelong education practicum students and the perceptions of students and practicum institution representatives was conducted by Park and Choi (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). They presented results from analyzing data from the practicum journals of 26 students, interviews with 11 students, and interviews with 3 practicum institution representatives. The study found that during the practicum, students experienced only limited job areas within the lifelong education professional\u0026rsquo;s role, performed many simple auxiliary tasks, and encountered issues such as the non-professionalism of practicum institution representatives and difficulties with systematic practicum provision. The researchers suggested that lifelong education practicums must establish key job areas through agreements with relevant institutions and that practicum institution representatives\u0026rsquo; professionalism must be enhanced.\u003c/p\u003e \u003cp\u003eThird, concerning research on lifelong education practicum content, Park (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) analyzed the relative importance of lifelong education practicum content for 36 lifelong education professionals. The results indicated that the relative importance of practicum content was highest for field practice, followed by orientation, practicum seminars, and practicum evaluation. Among 19 practicum content items, high importance was given to actual job responsibilities, understanding the practical work of lifelong education professionals, the characteristics of different practicum institutions, and sharing important practicum content. The study suggested the need for significant and systematic experience in lifelong education practicum. Park and Han (2016) applied a case analysis technique called the logic model to study the cases of lifelong education practicum programs with 12 participants.\u003c/p\u003e \u003cp\u003eFourth, regarding research on the experiences of lifelong education professionals, Kim (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) analyzed the identity development of lifelong education professionals in the field through the experiences of eight professionals working in local governments. While the professional expertise of lifelong education professionals was recognized, they were overwhelmed by excessive work without sufficient autonomy and authority because they comprised a minority of contract workers. The research suggested that institutional mechanisms recognizing the professionalism of lifelong education professionals and the importance of lifelong education professional training are crucial. Kook (2018) also researched the practice aspects and the transformation of experiential learning of lifelong education professionals based on field experiences in local government positions.\u003c/p\u003e \u003c/div\u003e"},{"header":"3. Research Methodology","content":"\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e3.1. Grounded Theory\u003c/h2\u003e \u003cp\u003eThis study utilized the grounded theory method, which is a qualitative research methodology aimed at gaining a new understanding of specific social phenomena by exploring practical areas (Lee \u0026amp; Kim, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; Morse, 2001). Grounded theory involves three stages. The first stage is open coding, which is the phase of understanding and analyzing the phenomenon. This stage involves systematically analyzing the collected data, with a primary focus on systematic explanatory power regarding the phenomenon. The second stage is axial coding, which involves analyzing the relationships between categories. This stage is focused on explaining and predicting the phenomenon. The third stage is selective coding, which is the process of integrating theories. This stage primarily focuses on predictive power in relation to the phenomenon (Yoo, 2022).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e3.2. Participants\u003c/h2\u003e \u003cp\u003eThe theoretical sampling method was used to select research subjects (Corbin \u0026amp; Strauss, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). This study targeted prospective lifelong education professionals who completed their practicum to obtain a lifelong education certificate. The practicum periods were as follows: the first session in 2023 occurred between January, April, and June for four weeks (at least 20 days, 160 hours or more), and the second session took place in September and November 2023. The first round of research involved email communication and interviews with three students who completed their practicum during the first session. The second round involved email communication and interviews with four students who completed their practicum during the second session. The general characteristics of the lifelong education practicum participants in the study are shown in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eGeneral characteristics of study participants\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eParticipants\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGrade\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eTypes of lifelong education institutions\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMethod\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eKo○○\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"6\" rowspan=\"7\"\u003e \u003cp\u003e4th-year college student\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003efemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eOther type\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"6\" rowspan=\"7\"\u003e \u003cp\u003eEmail/Face-to-Face\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eKim○○\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003efemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eStandalone\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLee○○\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003efemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eDedicated\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eKIM○○\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eman\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eOther type\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYoon○○\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003efemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eStandalone\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIm○○\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eman\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eDedicated\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLee○○\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003efemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eStandalone\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e3.3. Data Collection and Analysis\u003c/h2\u003e \u003cp\u003eThis study collected data using structured interview questionnaires, interviews at lifelong education practicum sites, comments from lifelong education practicum evaluation sessions, interviews with practicum participants, and field notes and memos from lifelong education trainees. The data collection period took place from June 3, 2023, to June 12, 2023, for the first round and from November 4, 2023, to December 11, 2023, for the second round. The email and interview questions included prompts such as, \u0026ldquo;What was your mindset before starting the lifelong education practicum?\u0026rdquo; \u0026ldquo;Did you face any difficulties in selecting a lifelong education practicum institution?\u0026rdquo; \u0026ldquo;What did you learn from the lifelong education practicum?\u0026rdquo; and \u0026ldquo;What experiences did you gain from the lifelong education practicum?\u0026rdquo; The interviews with research participants lasted about 20 minutes per session, with follow-up interviews lasting around 5 minutes. Depending on the situation, one to two interviews were conducted. The collected data were analyzed using Yoo\u0026rsquo;s (2022) systematic grounded theory method. The detailed analysis process consisted of phenomenon understanding analysis, category relationship analysis, and theory integration analysis, with each stage based on a repetitive comparative analysis method. This process involves continuously comparing and analyzing the original scattered data to repeatedly generate abstract concepts and categories (Yoo, 2022). Through this process, the researcher can compare phenomena, concepts, and categories, identify similarities and differences, and understand their relationships to form theories. The specific stages are as follows:\u003c/p\u003e \u003cp\u003eThe first stage is \u003cb\u003ethe open coding stage\u003c/b\u003e. It involves grouping scattered data collected from research participants into meaningful chunks through repetitive comparative analysis, deriving and interpreting concepts and categories to systematically and deeply understand the phenomenon (Yoo, 2022). Open coding involves breaking down the text to grasp participants\u0026rsquo; thoughts and meanings. Here, \u0026ldquo;phenomenon\u0026rdquo; refers to the central phenomenon dealt with in the research, i.e., the research topic. \u0026ldquo;Understanding\u0026rdquo; refers to the knowledge gained through the theory generated by the research. Through this analysis, \u0026ldquo;concepts\u0026rdquo; and \u0026ldquo;categories\u0026rdquo; can be obtained, which enable an in-depth understanding of the phenomenon. Concepts were captured as vividly as possible using the expressions of lifelong education trainees. For example, one concept was summarized as, \u0026ldquo;It took time to adapt to the lifelong education practicum, and just as I began feeling close to the learners after observing lifelong education programs and assisting with classes, the practicum ended, which was disappointing.\u0026rdquo; After classifying the concepts, subcategories and categories were derived.\u003c/p\u003e \u003cp\u003eThe second stage is \u003cb\u003ethe axial coding stage\u003c/b\u003e, which involves analyzing category relationships. Grounded theory is used to systematically explain and predict phenomena, making the analysis of relationships essential in theory formation. Axial coding refers to reorganizing the data analyzed in the open coding stage to derive various results (Corbin \u0026amp; Strauss, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2008\u003c/span\u003e; Kim, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). This stage provides a framework to systematically and effectively analyze the complex relationships among categories in actual research. It includes analyzing causal relationships, process relationships, and micro-macro relationships. The categories derived as concepts were organized as causal conditions, contextual conditions, central phenomena, mediating conditions, action strategies, and outcomes, and the grounded data, initial concepts, and subcategories were reviewed and rechecked.\u003c/p\u003e \u003cp\u003eThe third stage is \u003cb\u003ethe selective coding stage\u003c/b\u003e, which involves theory integration and analysis. This stage involves integrating the results derived from the phenomenon understanding analysis and category relationship analysis stages to generate theory (Yoo, 2022). Through these earlier stages, the core concept of the research emerges, which is called the \u0026ldquo;core category.\u0026rdquo; The core category represents all the concepts and categories derived from the research and abstractly and concisely explains what the study is about (Corbin \u0026amp; Strauss, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). Selecting a core category and generating and verifying theory is necessary. Although theories can be presented in various ways, they are generally shown in the form of a visual model.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003e3.4. Ethical Considerations, Validity, and Reliability of the Study\u003c/h2\u003e \u003cp\u003eBased on the reliability and validity criteria proposed by Lincoln and Guba (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e1985\u003c/span\u003e), efforts were made to ensure the accuracy, objectivity, and consistency of data analysis. The triangulation method and peer debriefing were employed during the analysis and result derivation process. The generated theoretical model was explained to qualitative research experts to verify its validity. After discussions with two qualitative researchers in the field of education, the categories were finalized. To ensure objectivity in coding, three Ph.D. holders in education compared their respective coding results and organized the final coding outcome.\u003c/p\u003e \u003c/div\u003e"},{"header":"4. Analysis of Research Results","content":"\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e4.1. Open Coding: Categorization of Data\u003c/h2\u003e \u003cp\u003eBased on the interview content of the study participants, key concepts related to the lifelong education practicum experiences of the participants were identified and extracted. The similar or interrelated content among the core concepts was classified, and the process experienced during the lifelong education practicum was categorized. As a result, 58 concepts, 10 subcategories, and 6 categories were derived, as detailed in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eCategorization of supporting data through open coding\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConcept\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSubcategories\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eI was able to learn about the overall work of lifelong education instructors, research and analysis, planning, program development, operational support, teaching and learning, change promotion, counseling consulting, evaluation reports, etc. ∙There were some difficult aspects because the internship was tightly planned. In particular, developing a mock lifelong education program posed substantial burdens because the program planning, development, promotion, and marketing had to be completed in 2\u0026ndash;3 days.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLifelong education\u003c/p\u003e \u003cp\u003eGeneral\u003c/p\u003e \u003cp\u003eWork learning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eLifelong\u003c/p\u003e \u003cp\u003eEducator\u003c/p\u003e \u003cp\u003eJob\u003c/p\u003e \u003cp\u003eArea\u003c/p\u003e \u003cp\u003eSpecific\u003c/p\u003e \u003cp\u003ePractical\u003c/p\u003e \u003cp\u003eExperience\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAs a result of this 160-hour lifelong education internship and working as an intern for a short period of 8 months, I realized that I am happy when I work in lifelong education-related work. If I have the opportunity to go into the lifelong education field, I will try it. I hope that this internship experience will be helpful when I enter the field and perform related duties in the future.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLifelong education field\u003c/p\u003e \u003cp\u003eEfforts for employment\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWhen learning in class, I thought it was important to design a program that met the needs of both the learners and the institution so that they could survive. While watching the institution design the program, I learned that while that was important, in the case of receiving national funding, it was planned and operated in accordance with the guidelines of the Ministry of Employment and Labor and the Ministry of Gender Equality and Family, and there were many audit days and records were inspected, so the cost, number of people, and completion were all accurately and meticulously organized. The teacher in charge was in charge of the Tomorrow Learning Card night course alone, so we didn\u0026rsquo;t spend much time together, but he gave me good directions, reviewed my writing, and gave me feedback. I realized that relationships and communication were important when working while eating lunch with the program team.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEfforts to\u003c/p\u003e \u003cp\u003eform relationships\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eEfforts to\u003c/p\u003e \u003cp\u003eform\u003c/p\u003e \u003cp\u003erelationships\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eI was able to learn the most about how to deal with situations where there were problems in interpersonal relationships. Since there were many programs, there was a lot of work, and there was a high possibility that many problem situations would suddenly occur, and many actually occurred. If I had not had this practical experience, I don\u0026rsquo;t think I would have been able to respond appropriately when such situations arose. However, as I experienced the situation and actually dealt with it, I saw myself responding without panicking as the practical training progressed.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eProblem-solving in unexpected situations in relationships\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eI had never seen or heard about the job of a lifelong education instructor, so I wanted to learn more about it properly through this opportunity. I hadn\u0026rsquo;t decided on a career path yet, but I was considering becoming a lifelong education instructor, so I had high hopes that it would help me decide on a career path.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eExpectations for lifelong education instructors\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eExpectations for lifelong education\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eI felt like I wanted to work in the field of lifelong education. I didn\u0026rsquo;t really know how prevalent lifelong education was in my daily life or in the environment surrounding me, so I thought that the scope of my work in the field of lifelong education was limited. However, after the internship, I realized that these are things that I could do while working in the field of lifelong education, and I wanted to do it. In particular, I was satisfied with the work of this internship institution, so I wanted to work even more. I wanted to demonstrate my talents through lifelong education.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eExpectations for self-realization through lifelong education\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIt is not a job that is often seen by people, even by participants in lifelong education programs, and the phrase \u0026ldquo;lifelong education\u0026rdquo; suggests it is not a program that will have short-term effects. I realized that this entire process will be helpful for all future steps. I felt a sense of responsibility because I thought that many people could live better lives because of me. When I developed and implemented a lifelong education program, the participation rate was very high, and learners gained a lot from the program.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eReestablishment of Lifelong Education Center\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eReestablishment of Lifelong Education Center\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSince the work of lifelong education instructors differs depending on the lifelong education institution, I heard the reviews of my peers who had already done the internship, but I was worried and nervous because I had no idea what I would be doing. And since I knew that there was a final step during the internship, which was developing a lifelong education program, I was most worried about whether I could do it.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe desire to become a good lifelong educator\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eExcellent\u003c/p\u003e \u003cp\u003eLifelong Educator\u003c/p\u003e \u003cp\u003eDesire\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eThere were many difficulties in selecting a lifelong education training institution. When I started looking for lifelong education institutions while taking lifelong education training courses, there were many institutions registered on the website, but not many institutions were willing to provide training, and private institutions often charged fees.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLifelong Education Teacher\u003c/p\u003e \u003cp\u003eLimitations of Practice\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eThe Limits of Lifelong Learning Practice\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIt took me a while to get used to doing lifelong education internships, and I felt close to the learners while observing lifelong education programs and assisting with classes, so I quit, which made me regret the internship period.\u003c/p\u003e \u003cp\u003eI was able to learn what kind of work is actually done in lifelong education settings and how the theoretical parts we learn are utilized. Even though I knew the theory, it was harder than I thought to apply it to real situations, and I felt that studying the theory and flow and having various experiences were necessary to become a good lifelong education instructor.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLifelong Education\u003c/p\u003e \u003cp\u003eTheory and Practice\u003c/p\u003e \u003cp\u003eThe Difference\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003e4.2. Axial Coding: Category Analysis According to the Grounded Theory Paradigm\u003c/h2\u003e \u003cdiv id=\"Sec13\" class=\"Section3\"\u003e \u003ch2\u003e4.2.1. Paradigm Model Based on Axial Coding\u003c/h2\u003e \u003cp\u003eAxial coding is the process of analyzing category relationships by connecting categories with subcategories. As a result of category analysis using the paradigm during the axial coding process, the causal condition for pre-service lifelong educators\u0026rsquo; lifelong education practicum experience was found to be the \u0026ldquo;desire to become a good lifelong educator,\u0026rdquo; and the central phenomenon was identified as the \u0026ldquo;redefinition of the concept of lifelong education.\u0026rdquo; The contextual conditions for the central phenomenon were \u0026ldquo;limitations of lifelong education practice\u0026rdquo; and \u0026ldquo;discrepancies between theory and practice,\u0026rdquo; while the intervening conditions for the interaction strategies were \u0026ldquo;efforts to gain employment in the lifelong education field\u0026rdquo; and \u0026ldquo;checking the requirements for practicum experience in different job roles.\u0026rdquo; The interaction strategies were \u0026ldquo;responding to unexpected situations in relationship building\u0026rdquo; and \u0026ldquo;making efforts to form relationships,\u0026rdquo; and the outcomes were derived as \u0026ldquo;expectations for the lifelong education field\u0026rdquo; and \u0026ldquo;self-realization through lifelong education.\u0026rdquo; The paradigm model based on axial coding is shown in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eParadigm model of prospective lifelong education instructors\u0026rsquo; lifelong education practice experience\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eContextual Conditions:\u003c/p\u003e \u003cp\u003e-Limitations of Lifelong Education Practice\u003c/p\u003e \u003cp\u003e-Gap between Theory and Practice\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCausal Condition: The desire to become a good lifelong educator\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCentral phenomenon: Reestablishing lifelong education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eInteraction Strategies:\u003c/p\u003e \u003cp\u003e- Dealing with emergencies in relationship-building\u003c/p\u003e \u003cp\u003e- Making efforts to build relationships\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eResults\u003c/p\u003e \u003cp\u003e-Expectations for lifelong education\u003c/p\u003e \u003cp\u003e-Self-realization through lifelong education\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eMediation Conditions:\u003c/p\u003e \u003cp\u003e- Efforts to find employment in the lifelong education field\u003c/p\u003e \u003cp\u003e- Check the practical experience requirements for each lifelong education job field\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eFirst, causal conditions consist of events or circumstances that lead to or cause a particular situation to occur (Corbin \u0026amp; Strauss, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). Analyzing the data in this study showed that the phenomenon that triggered or led prospective lifelong educators to reestablish their lifelong education perspectives as lifelong educators was the \u0026ldquo;desire to become a good lifelong educator.\u0026rdquo; The properties and dimensions of this category are shown in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eAttributes and dimensions of causal conditions\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAttribute\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDimension\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eThe desire to become a good lifelong educator\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003elevel\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ehigh-low\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eSecond, contextual conditions refer to specific circumstances that influence and are influenced by a phenomenon or particular conditions that create problems. These conditions regulate and implement actions and interaction strategies, serving as concrete factors in responding to a specific phenomenon (Corbin \u0026amp; Strauss, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). In this study, the contextual conditions that affected the process in which prospective lifelong educators reestablish their perspectives on lifelong education were the conflicts they experienced as they faced the \u0026ldquo;situational limitations as lifelong education interns\u0026rdquo; and the difficulties encountered in the process of \u0026ldquo;considering how to deal with problematic behaviors.\u0026rdquo; The properties and dimensions of this category are shown in Table\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eAttributes and dimensions of contextual conditions\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAttribute\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDimension\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLifelong education practice limits\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003elevel\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ehigh-low\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eThe difference between theory and practice\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003elevel\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ehigh-low\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThird, the core phenomenon explains \u0026ldquo;what is happening in the field of lifelong education practice\u0026rdquo; and refers to the central idea or event that the research participants repeatedly describe through their actions and interaction strategies (Corbin \u0026amp; Strauss, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). The central idea among prospective lifelong educators in this study is the \u0026ldquo;reestablishment of their perspectives on lifelong education as prospective lifelong educators.\u0026rdquo; The properties and dimensions of this category are shown in Table\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eProperties and dimensions of the core phenomenon.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAttribute\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDimension\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eReestablishment of lifelong education center\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003elevel\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePositive-Negative\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eFourth, intervening conditions refer to broader structural circumstances that either facilitate or compel interaction strategies taken in a given situation or under contextual conditions. Compared to contextual conditions, these conditions more strongly and directly influence interaction strategies (Corbin \u0026amp; Strauss, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). The conditions mediating the intentional and deliberate actions taken to address the core phenomenon of \u0026ldquo;reestablishing the lifelong education perspectives of prospective lifelong educators\u0026rdquo; were the \u0026ldquo;efforts to secure employment in the field of lifelong education\u0026rdquo; and the \u0026ldquo;requirements for practical experience in various areas of lifelong education work.\u0026rdquo; The properties and dimensions of this category are shown in Table\u0026nbsp;\u003cspan refid=\"Tab8\" class=\"InternalRef\"\u003e8\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab8\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 8\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eProperties and dimensions of the intervening conditions.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAttribute\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDimension\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEfforts to find employment in the field of lifelong education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003elevel\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eA lot-a little\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEfforts to gain practical experience in each field of lifelong education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003elevel\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eA lot-a little\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eFifth, interaction strategies are intentional and deliberate actions taken to cope with a situation or address a phenomenon (Corbin \u0026amp; Strauss, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). In this study, the interaction strategies included involving lifelong educators engaging in \u0026ldquo;reflective introspection\u0026rdquo; and making \u0026ldquo;efforts to build relationships.\u0026rdquo; The properties and dimensions of this category are shown in Table\u0026nbsp;\u003cspan refid=\"Tab9\" class=\"InternalRef\"\u003e9\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab9\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 9\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eProperties and dimensions of interaction strategies.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAttribute\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDimension\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDealing with emergencies in relationship-building\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003elevel\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eHigh-low\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEfforts to build relationships\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003elevel\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eA lot-a little\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eSixth, outcomes are the results that arise from the interaction strategies taken to cope with or address a situation. These outcomes are neither predictable nor intentional (Corbin \u0026amp; Strauss, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). In this study, the outcomes derived from the process of prospective lifelong educators\u0026rsquo; field experiences were \u0026ldquo;expectations for lifelong educators\u0026rdquo; and \u0026ldquo;self-realization through lifelong education.\u0026rdquo; The properties and dimensions of this category are shown in Table\u0026nbsp;\u003cspan refid=\"Tab10\" class=\"InternalRef\"\u003e10\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab10\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 10\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eProperties and dimensions of outcomes.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eProperties\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDimensions\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eExpectations for lifelong educators\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLevel\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eHigh - Low\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSelf-realization through lifelong education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLevel\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eA lot-a little\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section3\"\u003e \u003ch2\u003e4.2.2. Process Analysis\u003c/h2\u003e \u003cp\u003eProcess analysis describes evolving states based on the categories derived from the temporal trajectory of processual experiences, undergoing certain stages of change according to the passage of time and structural conditions (Yu, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Prospective lifelong educators\u0026rsquo; field experiences are structured into four stages: Exploration, Acceptance, Adjustment, and Establishment, depending on the passage of time and the structural conditions of the internship institutions.\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eExploration Stage\u003c/strong\u003e \u003cp\u003eIn this initial stage, prospective lifelong educators collect and organize information through various channels in preparation for their upcoming field practice. They become concerned about how to adapt to the various environmental changes they will encounter during their internship period.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eAcceptance Stage\u003c/strong\u003e \u003cp\u003eDuring this stage, prospective lifelong educators strive to adapt to the given field practice environment. They recognize and experience conflicts due to various differences in lifelong education planning, program development, operation, and organizational culture. Despite these differences from their ideal practices, it takes a considerable amount of time for them to accept or partially accept these differences, given the limitations of their role as interns.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eAdjustment Stage\u003c/strong\u003e \u003cp\u003eAt this stage, prospective lifelong educators reflect on the differences between their views and those related to lifelong education planning, development, operation, evaluation, and organizational culture. They engage in various efforts to learn about lifelong education, actively use their relationships with lifelong educators and internship institution staff, and respond proactively to changes in the internship environment. While they may display proactive attitudes to adjust to differences, they may also adopt a passive learning stance by concealing their opinions and resigning themselves in the various relationships encountered during the field practice.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eEstablishment Stage\u003c/strong\u003e \u003cp\u003eIn this final stage, prospective lifelong educators reflect on what they have experienced during their field practice and aim to establish their perspective on lifelong education. This stage involves organizing and reflecting on the issues considered during the Acceptance and Adjustment stages. They determine the forms of efforts for adjustment and link the experiences from the 160 hours of field practice to the rationale for their established perspective on lifelong education, thus aiming to establish a perspective grounded in their experiences.\u003c/p\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section3\"\u003e \u003ch2\u003e4.2.3. Selective Coding: Derivation of Core Categories\u003c/h2\u003e \u003cp\u003eThe core category is ultimately derived during the process of selective coding. It represents the central theme of the grounded theory research. In grounded theory studies, the criteria for selecting a core category include its relevance to all the presented categories, frequent emergence in the basic data, connection and integration with other categories, and logical and consistent explanation (Corbin \u0026amp; Strauss, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). In this study, the core category for prospective lifelong educators\u0026rsquo; field experiences was identified as \u0026ldquo;Expectations for Lifelong Education.\u0026rdquo; This category reflects how prospective lifelong educators learn about the different roles required in lifelong education environments and how they reflect on their competencies through their experiences during field practice. This aspect led to the selection of the core category.\u003c/p\u003e \u003cp\u003eBased on the core category of \u0026ldquo;Expectations for Lifelong Education,\u0026rdquo; hypothetical relationships between contextual conditions, intervening conditions, interaction strategies, and outcomes were identified. The researcher adopted four types of field experiences for prospective lifelong educators as theories: \u0026ldquo;Communicative,\u0026rdquo; \"Reflective,\" \"Conflictual,\" and \"Proactive\" (Table\u0026nbsp;\u003cspan refid=\"Tab11\" class=\"InternalRef\"\u003e11\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab11\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 11\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eTypes of prospective lifelong educators' field experiences\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCategory\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSubcategory\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eType\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCommunicative\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eReflective\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eConflictual\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eProactive\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCausal Conditions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDesire to become a good lifelong educator\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eLevel\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eContextual Conditions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLimitations of lifelong education practice\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eLevel\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDifference between theory and practice\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eLevel\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCore Phenomenon\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eReestablishment of lifelong education perspectives\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePositive\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePositive\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ePositive\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003ePositive\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIntervening Conditions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEfforts to secure employment in the field of lifelong education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAmount\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEfforts for practical experience in various areas of lifelong education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAmount\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInteraction Strategies\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCoping with unexpected situations in relationship formation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eLevel\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEfforts in relationship formation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAmount\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eOutcomes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eExpectations for lifelong education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eLevel\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSelf-realization through lifelong education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eLevel\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e\u003cb\u003eCommunicative\u003c/b\u003e participants actively sought solutions to problems arising during their field practice and played a leading role in reestablishing their lifelong education perspectives through active communication with their lifelong education mentors. They deeply reflected on themselves and attempted problem-solving through communication with organizational members. This type included participants who were assigned specific tasks.\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eExample\u003c/strong\u003e \u003cp\u003e\"I used to think it was important to align the program with learner needs and the institution's survival. However, through observing the program structuring at the institution, I learned the importance of complying with guidelines from government agencies and keeping detailed records, thanks to communication with my supervisor.\"\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eReflective\u003c/b\u003e participants engaged in deep contemplation of the problems encountered during their field practice and demonstrated a willingness to accept knowledge and information from lifelong education mentors. They continuously worked to reestablish their lifelong education perspectives but tended to adopt information or programs received from others without much critical engagement. This type exercised less effort in checking the requirements for lifelong educators.\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eExample\u003c/strong\u003e \u003cp\u003e\"Despite hearing about others' experiences, I was worried and anxious because I didn't know what tasks I would be doing. After the practice, I realized the value of lifelong education and felt a sense of responsibility in contributing to others' lives through this work.\"\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eConflict\u003c/strong\u003e \u003cp\u003e \u003cb\u003eual\u003c/b\u003e participants found the working environment at lifelong education institutions unsatisfactory and showed lower expectations for lifelong education. They put effort into planning and operating lifelong education programs but felt they had little experience and did not have high expectations for lifelong education. They tended to distance themselves from lifelong education in their various environmental interactions.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eExample\u003c/strong\u003e \u003cp\u003e\"I plan to enter a psychology graduate program after graduation and don't intend to work in the lifelong education field. The environment at the practice institution did not encourage active involvement in the field.\"\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eProactive\u003c/b\u003e participants deeply contemplated the problems encountered during their field practice and made substantial efforts in various areas of lifelong education, such as planning, program development, and operation. They continuously worked to enhance their competencies and showed high expectations for lifelong education.\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eExample\u003c/strong\u003e \u003cp\u003e\"I learned how to handle unexpected situations effectively and realized that my field practice experience has prepared me well for future challenges. I am now more inclined to pursue a career in lifelong education.\"\u003c/p\u003e \u003c/p\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"5. Conclusion and Recommendations","content":"\u003cp\u003eThis study aimed to analyze the field experiences of prospective lifelong educators through grounded theory to provide implications for improving lifelong education practice. The study involved interviewing seven participants and analyzing the data using grounded theory. The findings are as follows:\u003c/p\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003e5.1. Core Phenomenon: Reestablishment of Lifelong Education Perspectives\u003c/h2\u003e \u003cp\u003eThe core phenomenon identified in this study is the reestablishment of lifelong education perspectives. Over 4 weeks, 20 days, and 160 hours of field practice, various changes occur as participants interact with multiple factors. Although they initially desire to become effective lifelong educators, they undergo a period of reflection due to the limitations of the practice and the gap between theory and practice. Contextual conditions, such as the limitations of field practice and the difference between theory and practice, play a significant role. Despite these conditions, participants engage in strategies such as handling unexpected situations in relationship formation and efforts to build relationships. Intervening conditions, such as trying to secure employment in the lifelong education field and meeting requirements for practical experience, influence these strategies. The outcomes vary based on how these strategies operate, resulting in differing expectations for lifelong education and self-realization through lifelong education.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003e5.2. Process Analysis through Grounded Theory\u003c/h2\u003e \u003cp\u003eThe process analysis through grounded theory revealed that prospective lifelong educators undergo stages of exploration, acceptance, adjustment, and establishment during their field practice. However, these stages are not necessarily completed within the 4 weeks but are experienced over the entire practice period. Additionally, not all participants go through all stages; their experiences vary depending on the field practice institution. This variation arises because the experiences provided by lifelong education institutions are not standardized but depend on the specific tasks and roles of each institution.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003e5.3. Integration and Connection of Categories\u003c/h2\u003e \u003cp\u003eThe core category, or central phenomenon, is the reestablishment of lifelong education perspectives, and the results include expectations for lifelong education and self-realization through lifelong education. The study shows that the core phenomenon interacts with contextual conditions, intervening conditions, interaction strategies, and outcomes. These factors influence how prospective lifelong educators reestablish their perspectives. The study identified four types of field experiences: Communicative, Reflective, Conflictual, and Proactive.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec20\" class=\"Section2\"\u003e \u003ch2\u003e5.4. Recommendations:\u003c/h2\u003e \u003cdiv id=\"Sec21\" class=\"Section3\"\u003e \u003ch2\u003e5.4.1. Institutional Mechanisms for Selecting Field Practice Institutions\u003c/h2\u003e \u003cp\u003eInstitutional mechanisms are needed to assist in the selection of field practice institutions. Students often face difficulties in choosing institutions, with some having relaxed acceptance standards while others employ stricter standards or require fees. Institutions with heavy workloads may accept students for menial tasks rather than providing systematic experiences. Thus, institutional mechanisms should be established to ensure that students receive meaningful and systematic field practice experiences.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec22\" class=\"Section3\"\u003e \u003ch2\u003e5.4.2. Systematic Guidelines and Management for Field Practice\u003c/h2\u003e \u003cp\u003e Although there are many field practice institutions, there is a lack of systematic guidelines and management. The experiences provided can vary based on personal relationships with lifelong educators. The Ministry of Education's guidelines provide detailed instructions, but few institutions implement them systematically. There is a need to explore ways to ensure that students gain practical experience based on these guidelines. This could involve conducting training for lifelong educator training institutions, although current implementation is lacking. Strengthening collaboration with field practice institutions and considering institutional improvements are necessary.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec23\" class=\"Section3\"\u003e \u003ch2\u003e5.4.3 Reevaluation of Internship Experience\u003c/h2\u003e \u003cp\u003e The guidelines from the Ministry of Education state that certain activities, such as short-term internships or social service activities, are not recognized as field practice. However, some proactive students have expressed the need for diverse experiences like extended internships. The internship system should be reevaluated to include a range of practical experiences, including longer internships.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec24\" class=\"Section3\"\u003e \u003ch2\u003e5.4.4. Certification System for Excellent Field Practice Institutions\u003c/h2\u003e \u003cp\u003eA certification system for excellent field practice institutions should be established to enhance the professionalism experienced in field practice. This system would select and certify institutions that conduct field practice systematically and professionally. This system could be modeled after the Human Resource Development Excellence Certification Program, which recognizes organizations for effective human resource management and continuous development. A similar certification system for field practice institutions should be considered to improve the quality of lifelong education field practices.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec25\" class=\"Section3\"\u003e \u003ch2\u003e5.4.5. Limitations and Future Research\u003c/h2\u003e \u003cp\u003eThis study had a small sample size of seven participants. Thus, its findings may not fully represent the diverse experiences of all students. Additionally, the study did not analyze experiences by the type of lifelong education institution due to sample limitations. Future research should include a larger sample of students and different types of lifelong education institutions, as well as consider the difficulties and opinions of field practice supervisors. Such research could provide insights into how to certify excellent field practice institutions and further enhance the field practice experience.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cem\u003eEthical approval: Approved, Department of Education, Kookmin University.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eAll studies were conducted in compliance with relevant guidelines and regulations involving human participants (e.g., the Declaration of Helsinki or similar).\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eInformed consent: I agree.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eInformed consent was obtained from all participants and their legal guardians to participate in the study.\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eConsent to participate: Agreed\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eConsent to publish: Agreed\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eFunding: No\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026nbsp;Author contributions: Sole author\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eCompeting interests: No\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eAvailability of data and materials: Since the data used is from direct interviews with lifelong education interns, it can be applied to students who have completed lifelong education internships.\u003c/em\u003e\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eBae EK, Lee MY, Kang SH (2020) Trends Analysis of Qualitative and Quantitative Research on\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLifelong Educator in Korea Korean J Hum Resource Dev, 22(3):1\u0026ndash;31\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ehttps:/ /UCI I410-ECN-0102-2021-300-001012885\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBae HR (2022) Analysis of Competency Research Trends in the History of Lifelong Education. 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Lifelong Learning Policy Division, Ministry of Education, Sejong\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMinistry of Education (2019) 2019 Lifelong Educator Qualification System Official Training. National Lifelong Education Promotion Agency, Seoul\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMinistry of Education (2023) Teacher Qualification Test Practical Manual. Ministry of Education, Sejong\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMorse JM (2003) Situating grounded theory within qualitative inquiry, In Schreiber, R. S. \u0026amp; Stern, P. N. Using grounded theory in nursing(eds.). 2001. GR Shin, \u0026amp; MY Kim (translated), Grounded theory research methodology. Seoul: Hyeonmunsa\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eNa KE (2012) Grounded Theory on Experience of Pre-service Special Education Teachers during Student Teaching Practice. J special education: theory Pract 13(3):269\u0026ndash;289\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ePark JH, Choi HJ (2008) Exploration of College Students\u0026rsquo; Experiences in Practicum for the Lifelong Educator Certificate. J Lifelong Educ 14(4):215\u0026ndash;243\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ePark MS (2020) An Analysis of the Relative Importance of Lifelong Education Practice. J Lifelong Educ HRD 16(1):161\u0026ndash;185\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eYu KW (2022) Systematic approach to grounded theory methodology: A guide for writing papers. PY Mate Co., Ltd., Seoul\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Lifelong Education Practice, Grounded Theory, Professionalism in Lifelong Education, Lifelong Educator Certification System. Practical Experience","lastPublishedDoi":"10.21203/rs.3.rs-5266989/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5266989/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study aims to provide insights into the direction of lifelong education practice by analyzing the experiences of lifelong education practice through grounded theory to enhance the professionalism of lifelong educators. To achieve the research objective, interviews with seven participants in lifelong education practice were analyzed using grounded theory, and the results are as follows. First, the central phenomenon regarding the experience of lifelong education practice was the re-establishment of the concept of lifelong education. Second, the process analysis using grounded theory revealed that the prospective lifelong educators went through stages of exploration, acceptance, adjustment, and establishment during their practice. Third, the core category that integrates and connects the categories in this study, which is also the central phenomenon, is the re-establishment of the concept of lifelong education. The outcomes include heightened expectations for lifelong education and the achievement of self-realization through lifelong education.\u003c/p\u003e","manuscriptTitle":"Analysis of Lifelong Education Practice Experiences through Grounded Theory","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-11-29 17:41:53","doi":"10.21203/rs.3.rs-5266989/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"73e5668e-34fa-41b7-b3e9-8d83d9856121","owner":[],"postedDate":"November 29th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":40139369,"name":"Social science/Education"},{"id":40139370,"name":"Social science/Social policy"}],"tags":[],"updatedAt":"2025-02-21T11:23:58+00:00","versionOfRecord":[],"versionCreatedAt":"2024-11-29 17:41:53","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5266989","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5266989","identity":"rs-5266989","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}