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Journal articles on the topic 'Professionalization in adult education'

Author: Grafiati

Published: 28 June 2021

Last updated: 29 July 2025

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1

Гуляєва, Марія. "ADULT EDUCATION PROFESSIONALIZATION IN GERMANY: ESSENTIAL SCIENTIFIC AND HISTORICAL DISCOURSE." UNESCO Chair Journal "Lifelong Professional Education in the XXI Century", no. 4 (December 31, 2021): 47–54. http://dx.doi.org/10.35387/ucj.2(4).2021.47-54.

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The given article analyses the theories of professionalization, which conceptually define the essence and content of andragogy training in Germany. The research used general scientific (analysis, synthesis, generalization, systematization of collected material) and search and bibliographic methods (study of archival sources, legislation, historical, genetic and chronological analysis, which traced the understanding and formation of adult education evolution in Germany), as well as methods of definitive, theoretical and methodological, system-structural, structural and functional, and structura

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Maubant, Philippe, Lucie Roger, Michel Lejeune, Brigitte Caselles-Desjardins, and Nicole Gravel. "History and Perspectives of Adult Education and Professional Teacher Education: Between complicity, distance, and recognition." Articles 46, no. 1 (2011): 133–56. http://dx.doi.org/10.7202/1005674ar.

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This text is divided into three broad sections. The first section will elaborate the figure of professionalization, which today appears to be the target of professional training policies. It also seems to be considered a means and thus a guarantee of the professional aim of proposed training. On what ideological and pedagogical presuppositions is this professionalization based? The second figure embodying professional training contexts is that of knowledge. What knowledge is present in the professional training of teachers? Is it involved in professionalization processes? If so, in what ways?

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3

Collins, Michael. "Adult and continuing education should resist further professionalization." New Directions for Adult and Continuing Education 1992, no. 54 (1992): 37–43. http://dx.doi.org/10.1002/ace.36719925406.

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Cervero, Ronald M. "Adult and continuing education should strive for professionalization." New Directions for Adult and Continuing Education 1992, no. 54 (1992): 45–50. http://dx.doi.org/10.1002/ace.36719925407.

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Alexander, Anne. "Critical Social Theory: A Perspective for Critiquing Professionalization in Adult Education." Canadian Journal for the Study of Adult Education 5 (January 1, 1991): 120–32. http://dx.doi.org/10.56105/cjsae.v5i0.2320.

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This article explores how critical social theory can provide a perspective for critiquing professionalization in adult education. In so doing the nature of the relationship between the professionalization and social movement trends in adult education is addressed. A number of concepts articulated within critical theory are discussed for their relevance to the professionalization issue. Habermas's work is highlighted, drawing parallels to the work of Freire. Lastly, the specific issues and questions raised by the perspective of critical theory are reflected upon as they apply to the professiona

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Wilson, Arthur L. "The Common Concern: Controlling the Professionalization of Adult Education." Adult Education Quarterly 44, no. 1 (1993): 1–16. http://dx.doi.org/10.1177/0741713693044001001.

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Crandall, Joann (Jodi). "Professionalism and Professionalization of Adult ESL Literacy." TESOL Quarterly 27, no. 3 (1993): 497. http://dx.doi.org/10.2307/3587479.

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Ovesni, Kristinka. "Professionalization of the Field of Adult Education in Former Yugoslavia." Andragoška spoznanja 24, no. 4 (2018): 19–36. http://dx.doi.org/10.4312/as.24.4.19-36.

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In this paper we discuss the professionalisation of adult education and learning in the territory of former Yugoslavia. The rationale behind the paper is based on the presumption that the process of professionalisation represents a reflection of social conditions, tradition, culture, development of higher education institutions, the scientific/knowledge base for a certain field on the main elements of the profession. Our aim is to critically discuss professionalisation in the field of adult education and learning with a threefold focus (on the profession, representing the sociological dimensio

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Freeman, Michael K., James M. Shaeffer, and Donna L. Whitson. "Ethical Practice Contributes to Professionalization in Adult and Continuing Education." Adult Learning 5, no. 2 (1993): 9–10. http://dx.doi.org/10.1177/104515959300500205.

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Fatić, Aida. "Druga međunarodna konferencija ''Gradimo mostove u obrazovanju odraslih''." Obrazovanje odraslih/Adult Education, no. 2 2016 (2016): 143–53. https://doi.org/10.53617/issn2744-2047.2016.16.2.143.

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In the world of increasing and accelerating changes, the idea of organizing any event under the slogan Building bridges would surely, always and everywhere, find its support. The need for exchange of knowledge, information and experience is been born from the awareness of the importance of learning and acquiring knowledge for the development af any kind. That is the basis of the justification of events such as the International conference Building Bridges in Adult Education. One of the goals of this conference was introduction to current activities and difficulties in the area of legislation,

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Grotlüschen, Anke, Christopher Stammer, and Thomas J. Sork. "People who teach regularly: What do we know from PIAAC about their professionalization?" Journal of Adult and Continuing Education 26, no. 1 (2020): 125–48. http://dx.doi.org/10.1177/1477971419898493.

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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 educ

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Stafeckis, Gatis, and Velta Lubkina. "ADULT LEARNING AND SOCIALIZATION PROCESSES: RTA EXPERIENCE." Education Reform: Education Content Research and Implementation Problems 1 (June 16, 2020): 56. http://dx.doi.org/10.17770/er2020.1.5193.

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ERASMUS+ Strategic Partnership project Adult Self-Learning: Supporting Autonomy in a Technology-Mediated Environment/ ASL (Ref. No. 2019-1-TR01-KA204-076875) co-funded by the Erasmus+ programme, Key Action 2: Cooperation for innovation and the exchange of good practices – Strategic Partnerships for adult education. The project aims at teaching learners to acquire new skills and competences using learning innovative practices and digital technologies as well as developing a functioning collaborative learning environment to help them identify skills gaps and needs and to collaborate locally and

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Smith, Cristine. "Professional Development and Professionalization in the Field of Adult Basic Education." New Directions for Adult and Continuing Education 2017, no. 155 (2017): 71–81. http://dx.doi.org/10.1002/ace.20242.

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Miles, Angela. "Women's Challenge to Adult Education." Canadian Journal for the Study of Adult Education 3, no. 1 (1989): 1–18. http://dx.doi.org/10.56105/cjsae.v3i1.2351.

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This paper argues that a creative response to the presence of increasing numbers of women in adult education would strengthen the important and currently embattled social purpose tradition in the field; it would help progressive educators realize more fully many of the pedagogical principles they have developed and worked with to be a potentially powerful resource for educators concerned with preserving the social mission of adult education in a period of ever more insistent pressure for a narrowing professionalization. Résumé Cet article vise à démontrer qu'une réponse positive à la présence

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Anishchenko, Olena. "PROFESSIONAL DEVELOPMENT OF TEACHERS OF HIGHER EDUCATION INSTITUTIONS IN THE CONTEXT OF NON-FORMAL AND INFORMAL EDUCATION: INNOVATIVE PRACTICES." Pedagogical Education:Theory and Practice 35 (March 21, 2024): 151–60. http://dx.doi.org/10.32626/2309-9763.2023-151-160.

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The article analyzes innovative practices of professional development of higher education teachers in non-formal and informal education. The relevance of the problem under study is substantiated in the context of instability and uncertainty. It is emphasized that the continuous professional development of research and teaching staff of higher education institutions is an important component of the professionalization of teaching staff in the field of adult education. It is substantiated that non-formal and informal components of education contribute to the professional development of teachers.

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Anishchenko, Olena. "Professional development of teachers of higher education institutions in the context of non-formal and informal education: innovative practices." Pedagogical Education:Theory and Practice 35 (December 30, 2023): 151–60. https://doi.org/10.32626/2309-9763.2023-35-151-160.

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The article analyzes innovative practices of professional development of higher education teachers in non-formal and informal education. The relevance of the problem under study is substantiated in the context of instability and uncertainty. It is emphasized that the continuous professional development of research and teaching staff of higher education institutions is an important component of the professionalization of teaching staff in the field of adult education. It is substantiated that non-formal and informal components of education contribute to the professional development of teachers.

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Savenko, Oleksandr, Olga Kaitanovska, and Iryna Shniukova. "World Innovations in vocational Education of Adults." Problems of Education, no. 1(96) (July 16, 2022): 170–86. http://dx.doi.org/10.52256/2710-3986.1-96.2022.11.

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The article reveals global innovations in the field of adult vocational training. The world experience in the field of organization of professional training of adults is also covered. It is proved that the professionalization of adult education requires the training of teachers in this field. In accordance with the research of foreign researchers, a role map and functions of an andragogy specialist have been developed, which help to build an idea of one's problem and make decisions about the educational and professional choice of an adult. The most rational ways of development of the system of

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Horuk, Nataliya. "Comparing the American and European perspectives on the roles of adult educators for the development of adult education theory and practice in Ukraine." Visnyk of Lviv University. Series Pedagogics, no. 35 (2021): 53–61. http://dx.doi.org/10.30970/vpe.2021.35.11305.

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The article describes differences in the implementation of adult education practice in the American and European traditions (the USA and the UK mainly) and the competences of those who provide the adult education process. The study draws upon the existing theories on adult education which include continuing (the USA) or further (the UK) education, community education, recurrent education, non-formal education, popular education, lifelong education etc. This diversity makes it difficult to describe the profession of adult educators and their roles, because their activity defines itself in terms

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Šinko, Simona. "Adult Learning and Education in International Contexts: Future Challenges for its Professionalization." Andragoška spoznanja 25, no. 1 (2019): 113–14. http://dx.doi.org/10.4312/as.25.1.113-114.

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Grotlüschen, Anke. "Adult learning and education in international contexts: Future challenges for its professionalization." International Review of Education 64, no. 4 (2018): 519–21. http://dx.doi.org/10.1007/s11159-018-9702-5.

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21

Williard, David. "Product Review: Challenging the Professionalization of Adult Education: John Obliger and Contradictions in Modern Practice." Adult Learning 21, no. 3-4 (2010): 45. http://dx.doi.org/10.1177/104515951002100308.

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Underwood, Thomas. "The Professionalization of Victim Assistance: Implications for the Field of Victim Assistance and Adult Education." Journal of Continuing Higher Education 50, no. 2 (2002): 38–49. http://dx.doi.org/10.1080/07377363.2002.10846678.

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23

Biguelini Wagner, Lara Taciana, and Daniel De Queiroz Lopes. "AS TECNOLOGIAS DIGITAIS NOS PROCESSOS EMANCIPATÓRIOS DE ESTUDANTES/TRABALHADORES DO PROEJA." Poiésis - Revista do Programa de Pós-Graduação em Educação 19, no. 35 (2025): 350–69. https://doi.org/10.59306/poiesis.v19e352025350-369.

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Youth and Adult Education (EJA) provides the opportunity for people who have interrupted basic education to complete or continue their training process. People who notably participate in EJA are identified based on various social markers, generally associated with processes of social exclusion. PROEJA courses aim to provide opportunities for the reintegration of young people and adults into their training processes while offering training for work. This article presents a Literature Review based on research carried out between 2019 and 2023 on the relationship between digital technologies and

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Trakšelys, Kęstutis, and Rūta Marija Andriekienė. "Andragogue Roles Expression Modern Society." Pedagogika 123, no. 3 (2016): 67–85. http://dx.doi.org/10.15823/p.2016.34.

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The article reveals and analyzes the heterogenic roles of andragogues in the nowadays changing adult education reality. Today we can meet the elements of andragogue’s activities in various sectors and social fields: vocational education and training, continuing vocational training, professional and social integration, institutions and organisations providing in-service training for staff, adult education, various administrative structures, associations, leisure clubs, health education, social work, colleges, universities, institutions that are dealing with informally or non-formally acquired l

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Farrelly, Raichle. "Converging Perspectives in the LESLLA Context." LESLLA Symposium Proceedings 8, no. 1 (2013): 25–45. https://doi.org/10.5281/zenodo.8021818.

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There has been a surge in Low Educated Second Language and Literacy Acquisition (LESLLA) learners in adult language programs. In response to the growth of this learner population in language classes, there has been increased interest in the professionalization of the field of adult education specific to work with LESLLA learners. As researcher and practitioner awareness and understanding of the LESLLA context continues to expand, necessary and qualitative transformations of second language (L2) teaching and L2 teacher education are taking place. This article provides a glimpse into a larger et

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Thompson, Melody M., and Fred M. Schied. "Neither Polemical nor Visionary: Language, Professionalization, and the Representation of Women in the Journals of Adult Education, 1929-1960." Adult Education Quarterly 46, no. 3 (1996): 123–41. http://dx.doi.org/10.1177/074171369604600301.

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27

Wagner, Josefine. "“Weakness of the Soul:” The Special Education Tradition at the Intersection of Eugenic Discourses, Race Hygiene and Education Policies." Conatus 4, no. 2 (2019): 83. http://dx.doi.org/10.12681/cjp.21073.

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According to Vera Moser, the first professorship of healing pedagogy, Heilpädagogik at the University of Zürich in 1931, established pedagogy of the disabled as an academic discipline. Through the definition of the smallest common denominator for all disabilities, which Heinrich Hanselmann called “weakness of the soul,” a connecting element of “imbecility, deaf-mutism, blindness, neglect and idiocy” was established. Under Nazi rule, school pedagogy advanced to völkisch, nationalist special pedagogy, shifting from the category of “innate imbecility” to a broader concept of disability. As an out

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Carolina, ȚURCANU, and GUȚU Vladimir. "CONTENT OF LEARNING AND EDUCATION FOR ADULTS FROM CURRICULAR PERSPECTIVE." STUDIA UNIVERSITATIS MOLDAVIAE Științe ale Educației, no. 9(159) (2022): 42–49. https://doi.org/10.5281/zenodo.7405401.

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This article addresses the issue of design, organization and implementation of adults’ learning and education contents from a curricular perspective in formal and non-formal education. It bases a concept and the structure of contents for adults’ learning related to the fields, profiles and types of formal and non-formal activities, in which adults are included. It identifies a set of principles and procedures specific to the organization of contents in the diversification of forms, technologies and purposes of adults’ training and education. Emphasis is placed on the organiza

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Russo, Noemi. "EUROPEAN EDUCATIONAL AND NEW PERSPECTIVES FOR TEACHERS’ SKILLS." AGORA INTERNATIONAL JOURNAL OF JURIDICAL SCIENCES 18, no. 2 (2024): 258–65. https://doi.org/10.15837/aijjs.v18i2.6996.

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This paper explores the evolving landscape of 21st-century skills required for teachers, with a focus on aligning these requirements with current European educational policies. It underscores the critical role of teacher professional development in addressing the challenges posed by a rapidly changing society and in fostering essential competencies among students. The introduction contextualizes the urgency highlighted by the OECD PIAAC survey (2013), which revealed that Italian adults exhibit significantly lower skill levels compared to their counterparts in other high-competency countries. T

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Frič, Pavol, and Martin Vávra. "Czech civil sector face-to-face with freelance activism." International Journal of Sociology and Social Policy 36, no. 11/12 (2016): 774–91. http://dx.doi.org/10.1108/ijssp-12-2015-0142.

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Purpose The purpose of this paper is to answer following question: what is the relationship between member activism performed through civil society organizations (CSOs) and individualized freelance activism (in form of online activism, everyday making, political consumerism or checkbook activism) independent of organizational framework? Is it a relationship of mutual competition or support? Design/methodology/approach Analysis is carried out on data from 2009 questionnaire-based survey on volunteering, representative for adult Czech population. The data set allowed the authors to relate member

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Liu, Peng. "Singing professionalization peculiarities at secondary general education institutions of Kharkiv till the middle of XIX century." Culture of Ukraine, no. 77 (September 28, 2022): 103–11. http://dx.doi.org/10.31516/2410-5325.077.13.

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The purpose of the article is to determine the specifics of the professionalization of singing until the middle of the XIX century in Kharkiv general secondary education institutions. The methodology. Since the phenomenon of Kharkiv vocal art was not considered in the scientific discourse, the methodological basis of the article is the method of comparative analysis, the application of which made it possible to determine the specific features of professional singing in the educational environment of the city. Determining the characteristics of professional singing (methodology of voice p

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Mandell, Alan, and Xenia Coulter. "Book Review: Grace, A. P., Rocco, T. S., and Associates. (2009). Challenging the Professionalization of Adult Education: John Ohliger and Contradictions in Modern Practice. San Francisco, CA: Jossey-Bass." Adult Education Quarterly 61, no. 1 (2011): 95–97. http://dx.doi.org/10.1177/0741713610389783.

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Gudin, Cristina. "Coordonate ale învăţământului în Europa modernă." Banatica 1, no. 34 (2024): 431–55. https://doi.org/10.56177/banatica.34.2024.art.23.

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Education has represented the ground on which the Church and the State have clashed during the modern era. From this confrontation resulted significant changes in the educational field, which become trends as they spread across Europe. Among these, we mention: the emergence of a special institution for the administration of the field, secularization, the implementation of university autonomy, free and compulsory primary education, ensuring access for all children, regardless of gender, to education, the professionalization of the teaching staff, the diversification of the school network (throu

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Brion-Meisels, Gretchen. "Centering Students in School-Based Support Processes: Critical Inquiries and Shifting Perspectives." Teachers College Record: The Voice of Scholarship in Education 117, no. 13 (2015): 67–82. http://dx.doi.org/10.1177/016146811511701301.

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Although student support systems exist in most U.S. schools today, these systems frequently operate without input from young people. Here, I draw on data from two studies that explore youth perspectives of support processes, arguing that both school organizations and individual students will benefit from centering youth voices in student support systems. To make this argument, I describe three central practices of school-based support processes and explore how young people's voices might (re)shape these practices. I begin by investigating the practice of “referring in,” the ways in which stude

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Rogushina, J. V., A. Y. Gladun, O. V. Anishchenko, and S. M. Pryima. "Semantic technologies as a tool of information support for professionalization of andragogues." PROBLEMS IN PROGRAMMING, no. 2-3 (September 2024): 441–48. https://doi.org/10.15407/pp2024.02-03.441.

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The article substantiates the expediency of using semantic technologies as a tool for professionalization of andragogues. Authors determine the basic preconditions that have an influence on the effectiveness of information support for the training and professional activity of andragogues. The clarity of the terminological apparatus in the field of learning and education of adults provides the basis for the further development of a formal model scheme of this subject area that interoperably fixes the various relations between concepts at the level of semantics. The online repository of relevant

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Kicherova, Marina N., and Galina Z. Efimova. "The Impact of Non-Formal Education on Human Capital: A Generational Approach." Integration of Education 24, no. 2 (2020): 316–38. http://dx.doi.org/10.15507/1991-9468.099.024.202002.316-338.

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Introduction. The update rate of information and the scope of social transformations became a trend of modern life. To remain competitive, a person needs to foster his/her competencies and skills. Non-formal education is becoming the most mobile way to solve the tasks, allowing to quickly acquire relevant knowledge and experience. Research interest is focused on the impact of non-formal education on the formation and development of the human capital. The purpose of the article is to study the involvement of representatives of various generations in a non-formal education. Materials and Methods

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Yashchuk, Sergiy. "Organizing the Education Process in France: The Experience of Regional Institute of Social Work Aquitaine, Bordeaux." Comparative Professional Pedagogy 9, no. 1 (2019): 81–87. http://dx.doi.org/10.2478/rpp-2019-0010.

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AbstractThe article analyzes the stages of organizing the education process in social schools in France based on the example of Regional Institute of Social Work Aquitaine, Bordeaux. It is found that the Institute pays specific attention to the basic courses: professionalization and methodology; social and solidarity economy; professional approach to service; social connections and exclusion; legal approaches; project development and management; sociology of education; human development; psychopedagogy of animation project; family law; social protection and social security; research methodolog

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Hall, Budd L. "Challening the professionalization of adult education: John Ohliger and contraditictions in modern practice. André P. Grace, Tonette S. Rocco, and Associates (Eds.). Jossey-Bass, San Francisco, 355 pages." Canadian Journal for the Study of Adult Education 23, no. 2 (2024): 83–86. http://dx.doi.org/10.56105/cjsae.v23i2.956.

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Roebben, Bert. "Young Adults on the Crossroads between Professionalization and Spirituality: Roman Catholic Theology and the Education of Teachers in Religion in Western Europe." Journal of Adult Theological Education 6, no. 1 (2009): 55–68. http://dx.doi.org/10.1558/jate.v6i1.55.

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Olefirenko, Taras, Mykola Pryhodii, and Daria Voronina-Pryhodii. "EUROPEAN EXPERIENCE OF TEACHERS TRAINING OF GENERAL EDUCATION INSTITUTIONS (ON THE EXAMPLE OF GERMANY, FRANCE AND ITALY)." Professional Pedagogics 2, no. 25 (2022): 94–103. http://dx.doi.org/10.32835/2707-3092.2022.25.94-103.

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Relevance: the integration processes in the relations between Europe and Ukraine on the organization of education and public life actualize the need to analyse the European experience in training future teachers, but the process of reforming the education system today has many problems in training highly qualified specialists in the field of education. Aim: determining the specifics of vocational teacher education in the leading countries of the European Community. Methods: analysis to determine the state of professional and pedagogical training of future teachers in Germany, France and Italy;

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Zlotnikova, Tanjana S., and Svetlana V. Girshon. "Amateur theaters: soviet past and current practices." Yaroslavl Pedagogical Bulletin 1, no. 118 (2021): 202–9. http://dx.doi.org/10.20323/1813-145x-2021-1-118-202-209.

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This work offers an overview of sources devoted to amateur theater as a socio-cultural phenomenon that existed on the territory of the Soviet state and in post-Soviet Russia. Since amateur theater as a socio-cultural phenomenon has a complex nature, it is advisable to apply an interdisciplinary approach to the study of its activities. The activities of amateur theaters are considered in historical, cultural and sociocultural contexts. The authors consider the sociological, pedagogical, organizational aspects of the activities of amateur theaters, as well as their contribution to the culturalpr

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Goncharuk, Nataliia, Oxana Orhiiets, and Leonid Prokopenko. "FORMATION AND DEVELOPMENT OF THE SYSTEM OF PROFESSIONAL TRAINING OF PUBLIC SERVANTS IN UKRAINE: ORGANIZATIONAL, LEGAL, AND ECONOMIC ASPECTS." Baltic Journal of Economic Studies 7, no. 1 (2021): 39–46. http://dx.doi.org/10.30525/2256-0742/2021-7-1-39-46.

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The subject of the research is the formation and development of the system of professional training of public servants in Ukraine. The relevance of this study is due to the fact that one of the most important tasks of the development of the public service institute in modern conditions is its professionalization, which is carried out primarily through the system of professional training of public servants. Methodology. The paper uses a historical approach, which has made it possible to study the process of formation and development of the system of professional training of public servants in U

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Binková, Kristýna, and Eva Štěpánková. "Understanding the Motivation of Young Adults to Enlist and Pursue Military Leadership Studies to Become Professional Soldiers." European Conference on Management Leadership and Governance 19, no. 1 (2023): 45–54. http://dx.doi.org/10.34190/ecmlg.19.1.1901.

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Since the beginning of 2005, conscription service in the Czech Republic ended, leading to the full professionalization of the Czech Armed Forces. Consequently, a career soldier system has been established. The purpose of this article is to identify the factors that motivated young adults, reflecting the specifics of the military profession, to join the army, as well as the factors that motivated them to apply to the Faculty of Military Leadership at the University of Defence for military studies. Data was collected through a semi-structured questionnaire completed by 179 respondents who were f

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Warden, Joan C. "Professionalization, education, and commitment." Geriatric Nursing 14, no. 1 (1993): 6. http://dx.doi.org/10.1016/s0197-4572(06)80068-6.

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Khasanova, I. I., and S. S. Kotova. "PSYCHOLOGICAL READINESS OF SECONDARY VOCATIONAL EDUCATION TEACHERS FOR MASTERING NEW ACTIVITIES IN THE CONTEXT OF PROFESSIONAL REORIENTATION." Education and science journal 20, no. 7 (2018): 147–67. http://dx.doi.org/10.17853/1994-5639-2018-7-147-167.

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Introduction. In the context of fundamental changes which have occurred in the last decades in the world of professions and transition from monoprofessionalism to poly-professionalism, a modern man needs to have an ability to freely navigate the modern labour market, to quickly diversify contents and quality of the professional activity, and, if thought appropriate, to change an occupation without difficulty. Nowadays, the requirements for the teachers of vocational training are designed in a completely different way to provide high-quality lifelong learning.The aimof the research is to reveal

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Wardoyo, Cipto, Aulia Herdiani, Nurdian Susilowati, and Muhammad Syahril Harahap. "Professionalism and professionalization of early stage teachers in higher education." Journal of Applied Research in Higher Education 12, no. 5 (2020): 1175–87. http://dx.doi.org/10.1108/jarhe-04-2019-0100.

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PurposeThe aim of the study is to test whether an increase in professionalism has a reciprocal relationship with the professionalization of early-stage lecturers.Design/methodology/approachResearch with the topic of professionalism and professionalization of educators does not consider the reciprocal relationship. Most research only test the one-way relationship between professionalism and professionalization as the consequence of the application of government policies on colleges. Analysis in this research was carried out on the perspectives of early-stage lecturers on professionalism and pro

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Smékalová, Lucie, and Naděžda Špatenková. "Professionalization and Professional Development of Senior Education Lecturers." Lifelong Learning 4, no. 2 (2014): 79–93. http://dx.doi.org/10.11118/lifele2014040279.

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Senior education is in many ways very specific. The issue of professionalization and professional development of senior education lecturers still remains neglected. Can really everyone educate the target group of seniors? The aim of this paper is to reflect on the issue of professionalization of senior education lecturers, to describe the basic specifics of senior education and to introduce competency model as a tool for professionalization of the senior education lecturers.

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De la Rosa Acosta, Bernardo. "Social education and pedagogical professionalization." Educar 9 (February 1, 1986): 99. http://dx.doi.org/10.5565/rev/educar.476.

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Kwong, Julia, and Caroline Cheng. "Social Work Education and Professionalization." Chinese Education & Society 46, no. 6 (2013): 3–6. http://dx.doi.org/10.2753/ced1061-1932460600.

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Penn, Roger, and Mary Kiddy. "Impresa sociale e assistenza sanitaria nella Gran Bretagna contemporanea: una nuova prospettiva?" SOCIOLOGIA DEL LAVORO, no. 113 (July 2009): 109–23. http://dx.doi.org/10.3280/sl2009-113010.

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- The difficult professionalization for the jobs related to the services to the person The authors divide their reflections on the process of professionalization into two parts: the first one identifies the activities carried out by employees who work in the field of the services to the person, the grouping of these activities into structured professions, the characteristics of the employees; the second part focuses on the difficult professionalization process for such activities. The people working in this services sector generally possess low qualifications and therefore the challenge of the

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