The contribution aims at mapping initial education and training opportunities for Danish adult educators and to examine key structural features that characterise professionalization processes in the field. The analysis highlights that little attention is being paid on initial qualifications of adult educators. In spite of a range of opportunities to acquire basic and specialized pedagogical qualifications in teaching adults, the depth of qualified knowledge and skills provided vary substantially. The author's main argument is that it is thus not yet possible to speak of tailored-made pathways of professionalization in the field of adult education.
Journal of Educational Sciences, 2009, Vol XI, Issue 1(19), p. 95-102