Qualification Paths of Adult Educators in Sweden and Denmark

Autor/inn/en	Andersson, Per; Kopsen, Susanne; Larson, Anne; Milana, Marcella
Titel	Qualification Paths of Adult Educators in Sweden and Denmark
Quelle	In: Studies in Continuing Education, 35 (2013) 1, S.102-118 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2012.712036
Schlagwörter	Educational Policy; Adult Education; Adult Educators; Teacher Qualifications; Foreign Countries; Professional Development; Educational Research; Professional Identity; Learning Processes; Faculty Development; Adult Students; Teaching (Occupation); Interviews; Personal Narratives; Denmark; Sweden + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Lehrqualifikation; Ausland; Bildungsforschung; Pädagogische Forschung; Learning process; Lernprozess; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Teaching; Lehrberuf; Interviewing; Interviewtechnik; Erlebniserzählung; Dänemark; Schweden
Abstract	The qualification of adult educators is a central aspect of the quality of adult education. However, within current policy discourses and adult education research on the professional development of prospective adult educators, little attention is paid to teacher qualification when compared to other fields of education and training. In this study, we analyse the qualification paths, or learning trajectories, of prospective adult educators in Sweden and Denmark. The analysis is based on narrative interviews with 29 students in training to become adult educators. The career paths of adult educators are often long and winding roads. Becoming an adult educator could be their primary desire, but it could also be their "Plan B", a second choice. Individual motives and external demands interact in the professionalisation process. A shift in focus from teaching subject and methods to teaching context and the relation to the learners is part of the professional development. Finally, we argue that both academic studies and hands-on work in the adult education community are crucial parts of the adult educator's qualification path. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10