A. Papastamatis, E. Valkanos, G.K. Zarifis, E. Panitsidou
1 Department of Curriculum Research, Danish School of Education, Aarhus University, Aarhus University2 Danish School of Education - Research Programme on Lifelong Learning, Danish School of Education, Arts, Aarhus University3 Metropol University College4 Danish School of Education - Research Programme on Lifelong Learning, Danish School of Education, Arts, Aarhus University
a biographical perspective
In this paper we present an analysis of identity-construction processes among adult educators in Denmark and we address the question how adult educators develop professionalism, not least by taking advantage of existing opportunity structures for current and prospective adult educators. A between-cases analysis of fifteen narrative interviews explores the professional pathways towards adult education, the perceived images of a (professional) adult educator, processes of identification with concrete or imaginary communities, and motivation for adult educator to enrol in current opportunity structures to better qualify as professionals. The findings suggest that identity-building among Danish adult educators fluctuates between several processes of identification with either concrete or imaginary communities to which they relate at home, at work etc., but which do not necessarily result from a strong identification with the professional group they belong to. It is our hypothesis that occupations adult educators currently hold, however, play a central role in shaping the ideal for service that adult educators enact when teaching adults.
Educating the Adult Educator: Quality Provision and Assessment in Europe: Conference Proceedings, 2009, p. 425-433