This article examines the critical need for specialized reading competence development among teachers who work with adult learners, focusing on the unique challenges and opportunities inherent in adult education contexts. This comprehensive review synthesizes current literature on adult learning theory, reading pedagogy, and teacher preparation, analyzing best practices for developing reading competence among educators in adult learning environments. The findings suggest that teacher preparation programs must incorporate specialized training components that address the unique needs of adult learners. Professional development initiatives should focus on building teachers' metacognitive awareness of their own reading processes and instructional decision-making. This article contributes to the limited body of research specifically addressing reading competence development for teachers in adult education contexts, offering practical frameworks for program improvement and policy development.

Adult education, reading competence, teacher preparation

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