conceptualizing professionalism among teachers of adults
This contribution revisits traditional models of professionalism through the glasses of a 'role-professionalism' perspective. In doing so, the authors' main argument is that it is not appropriate to conceptualise adult education as one profession or as one professional field tout court. There exist 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 light of the knowledge about adult learning theories practitioners possess, the ethical epistemology that guides their behaviour and the degree of trust by the adult learners, rather than a restrictive view on the specific occupation they hold.
Teachers and Trainers in Adult and Lifelong Learning: Asian and European Perspectives, 2010, p. 85-93