ABSTRACT
This chapter discusses the main principles of adult learning as a context for effective professional learning that is tailored to the diverse cognitive and/or affective needs of adult learners in a variety of learning environments. Adult learning can be a challenging area for educators. For some adult educators, their role is clearly dened as a coach, a mentor or a supervisor. For others, their role may require a blend of these differing roles, depending not only on the course or programme, but also on the differing needs and status of the adult learners.
