Adult Learning and Education in International Contexts: Future Challenges for its Professionalization

Egetenmeyer, Regina; Schmidt-Lauff, Sabine; Boffo, Vanna

doi:10.3726/b11144

Cited by 16 publications

(13 citation statements)

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“…Professionalisation of adult educators varies greatly from country to country (Egetenmeyer, Schmidt-Lauff, & Boffo, 2017). Moreover, there are hardly any quality standards in this area.…”

Section: Professionalisation Of Adult Educatorsmentioning

confidence: 99%

Measurement of media pedagogical competences of adult educators

Rohs

Schmidt‐Hertha

Rott

et al. 2019

RELA

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Media pedagogical competence is critical for the modern-day adult educator. In the process of adult learning, both the use of digital media in the classroom and the transfer of knowledge in dealing with media are the basis for social participation and individual development that must be provided by teachers. However, at present little or no research has been conducted that assess media pedagogical competence of adult educators. Moreover, an instrument to measure media pedagogical competence was lacking. In order to redress these concerns, in the present paper an instrument for objectively measuring media pedagogical competence is designed and piloted with adult educators (n=622). The study provides the first results concerning objective measurement of adult educator media pedagogical competence.

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“…Professionalisation of adult educators varies greatly from country to country (Egetenmeyer, Schmidt-Lauff, & Boffo, 2017). Moreover, there are hardly any quality standards in this area.…”

Section: Professionalisation Of Adult Educatorsmentioning

confidence: 99%

Measurement of media pedagogical competences of adult educators

Rohs

Schmidt‐Hertha

Rott

et al. 2019

RELA

View full text Add to dashboard Cite

show abstract

“…For example, the professional has to formulate prognoses about the unfolding of the clients’ social and biographical processes, although there are no stable empirical grounds for them to be based on in the fluidity of social life. (Schütze, 2000, p. 49)Professionalism in adult education does not only include the micro level of direct contact with clients or students, but also has a meso, macro and mega level (Egetenmeyer, Schmidt-Lauff, & Boffo, 2017, p. 10). These ‘soft aspects’ are particularly important for effective educational practice and are typically addressed in academic training programmes.…”

Section: Literature Review: Characteristics Of Professions and Of Thomentioning

confidence: 99%

“…One goal of this analysis is to contribute to the international discussion of professionalism and the importance of data-based comparative research promoted by the Wurzburg Winter School Series (e.g. Egetenmeyer, Schmidt-Lauff, & Boffo, 2017). We would like to contribute a comparative baseline that hints at the scope and characteristics of the adult education profession in the participating countries.…”

Section: Introductionmentioning

confidence: 99%

People who teach regularly: What do we know from PIAAC about their professionalization?

Grotlüschen¹,

Stammer

Sork

2020

Journal of Adult and Continuing Education

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Professionalization in adult education is necessary, and several initiatives are underway to improve the professional situation as well as the competences and skills of adult educators. The relevance and importance of adult education is often stated. Large-scale assessments such as the Programme for the International Assessment of Adult Competences show how important adult education is for societies and economies. They give information on participation and participants. At first glance, the Programme for the International Assessment of Adult Competences lacks detailed information on adult education institutions and professions. A second glance allows explore what people do as part of their work. Those who state that they teach regularly or occasionally will be explored here in more detail. Findings from this study reveal several characteristics of people who teach, including age, gender, academic background and industries. In particular, our analysis suggests that more than 80% of those who teach did not have formal degrees in education sciences. Moreover, those who teach frequently have higher skills, older ages and they have better job positions than those who do not teach. The majority of those who teach are males. Lastly, the results indicate that seniority and prestige in all 14 countries examined in this study are highly relevant to people who teach.

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“…The recent Erasmus+ COMPALL project -Comparative Studies in Adult Education and Lifelong Learning has indicated that not only studies have to promote professional developments and professionalization of adult educators, but particular researches too where the focus itself can be profession and professionalization in ALE (Egetenmeyer -Schmidt-Lauff -Boffo, 2017).…”

Section: Professional Developments Through Project-based Innovationsmentioning

confidence: 99%

The role of person and personality in adult education: Adult educators with changing missions and engagements

Németh¹

2017

Andragoške studije

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This paper elaborates upon the roles of person and personality of adult educators forming the practice of their field. Adult learning and education, for the last 200 years, have been heavily influenced by people with various approaches, mission and engagement towards their field of profession in evolution. The paper reflects to the model describing four types of classical routes and background of persons having influenced adult learning in various contexts of formal, non-formal and informal dimensions. Accordingly, there are some specific remarks to the potential validity of a results of Millennium project of the European Association of the Education of Adults entitled: A Good Adult Educator in Europe-AGADE and get it compared to Research voor Beleid's Key Competencies projects and its competence grid. Finally, the paper will provide some conclusions upon how UNESCO orientations and comparative studies and research from two recent European projects, ESRALE-European Studies and Research in Adult Learning and Education and COMPALL-Comparative Studies in Adult and Lifelong Learning can promote quality development of adult learning professionals. Through those particular scopes also try to strengthen the ethical dimensions of the profession.

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Adult Learning and Education in International Contexts: Future Challenges for its Professionalization

Cited by 16 publications

References 0 publications

Measurement of media pedagogical competences of adult educators

Measurement of media pedagogical competences of adult educators

People who teach regularly: What do we know from PIAAC about their professionalization?

The role of person and personality in adult education: Adult educators with changing missions and engagements

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