Conceptualizing Professionalism among Teachers of Adults
Vol.17,No.1(2012)
Educating the Adults
Similarly to other occupational fields, professionalism in adult education is affected by rapid socio-political changes. Dissimilarly, however, unfolding the concept of professionalism in adult education is more complex due to the vastness of the field and its peculiar features. This contribution revisits traditional models of professionalism through the lens of the “role-professionalism” perspective. In so doing, the authors’ main argument is that it is not appropriate to conceptualize adult education as one profession or as one professional field tout court. There are several occupations in the field of adult education that position themselves along a continuum. Consequently, the authors suggest that professionalization among adult education practitioners should be assessed in the light of the knowledge of adult learning theories that practitioners possess, the ethical epistemology that guides their behaviour, and the degree of trust placed in them by the adult learners, rather than by a restrictive view of the specific occupation they hold.
professionalism; professionalization; adult education; teachers of adults
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