Date of Award

Fall 8-2020

Document Type


Degree Name

Doctor of Education (EdD)



First Advisor

Dr. Frank Giuseffi

Second Advisor

Dr. Robyne Elder

Third Advisor

Dr. Stephen Sherblom


This qualitative study explored what changes, if any, would occur in Lutheran Church–Missouri Synod (LCMS) Bible classes after pastors participated in training that focused on implementing andragogical teaching methods in their Bible classes. The researcher sought to examine Andragogy in its relationship to adult Christian education, specifically in Sunday adult Bible classes. Also, in order to better understand the impact of andragogy in the specific contexts of the study, the researcher investigated the relationship between andragogical principles and LCMS doctrinal positions. Andragogical principles used in this study were derived, broadly conceived, from Malcomb Knowles’s Six Assumptions and Eight Processes of andragogy. In addition, the study explored how the participants reacted to andragogical training and how their selfperceptions as educators aligned with observations made by the researcher. Three LCMS pastors from three different congregations participated. First, after obtaining consent and conducting interviews, the researcher observed all three participants teaching their adult Bible classes on Sunday mornings for two months. Second, the researcher conducted two workshops with the participants on both andragogical theory and design. Third the researcher then observed the participants for five more months in their Bible classes, mindful of any changes to teaching strategies, learning experiences, or any other impact of andragogical theory and design. Concurrent with the observations the participants filled out weekly journal prompts on their experiences. At the conclusion of the study all three participants reflected on their experiences in a focus group. The researcher then analyzed the qualitative data, concluding that the data showed that andragogical training did indeed make an impact on the adult Bible classes of the participants. In particular, the iii researcher concluded that major changes included an increase in the amount of interaction between the learners, the amount of teacher-directed questions focused on individual life application, an increased understanding of the nature of adult learners, and an increased desire in the participants for more intentional reflection by their learners. In addition, the study revealed that the participants reacted favorably with their andragogical training, which in turn led them to a better alignment of their self-perceptions to their teaching strategies.


Copyright 2020