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Marcella Milana - One of the best experts on this subject based on the ideXlab platform.
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Qualification paths of Adult Educators in Sweden and Denmark
Studies in Continuing Education, 2013Co-Authors: Per Andersson, Susanne Köpsén, Anne Larson, Marcella MilanaAbstract:The qualification of Adult Educators is a central aspect of the quality of Adult education. However, within current policy discourses and Adult education research on the professional development of prospective Adult Educators, little attention is paid to teacher qualification when compared to other fields of education and training. In this study, we analyse the qualification paths, or learning trajectories, of prospective Adult Educators in Sweden and Denmark. The analysis is based on narrative interviews with 29 students in training to become Adult Educators. The career paths of Adult Educators are often long and winding roads. Becoming an Adult educator could be their primary desire, but it could also be their ‘Plan B’, a second choice. Individual motives and external demands interact in the professionalisation process. A shift in focus from teaching subject and methods to teaching context and the relation to the learners is part of the professional development. Finally, we argue that both academic stud...
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Professionalization of Adult Educators in Denmark
International journal of continuing engineering education and life-long learning, 2011Co-Authors: Anne Larson, Marcella MilanaAbstract:Increasing interest in lifelong learning has led to increasing interest in Adult education and training and, at European level, increasing interest in the qualification of those who are going to teach the growing number of Adults expected to take part in Adult education and training. The article, which is based on the Danish results of a European project on the qualification of (prospective) Adult Educators, shows that in spite of a long tradition of Adult education, this increased interest in the qualification of Adult Educators is only vaguely mirrored in Danish plans and strategies for Adult education, where quality is mainly defined in terms of usefulness for the labour market. The study is carried out as a combination of document analysis of relevant policy papers and narrative interviews with participants in qualification programmes for Adult Educators.
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Qualification paths of Adult Educators : A comparative study of Sweden and Denmark
2010Co-Authors: Per Andersson, Susanne Köpsén, Anne Larson, Marcella MilanaAbstract:This paper presents results from a study of the qualification of Adult Educators in Denmark and Sweden. It describes the role the qualification of Adult Educators plays in policy, the opportunities ...
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BABAR: Becoming Adult Educators in the Baltic-Sea Region
2010Co-Authors: Marcella Milana, Per Andersson, Susanne Köpsén, Larissa Jõgi, Marin Gross, Anne LarsonAbstract:This report presents the results from a comparative study of the qualification of Adult Educators in the Nordic-Baltic region. The study involved Denmark, Estonia and Sweden. The rationale behind t ...
Marin Gross - One of the best experts on this subject based on the ideXlab platform.
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Professionalization of Adult Educators in Estonia – From a Biographical Perspective
Beruflichkeit zwischen institutionellem Wandel und biographischem Projekt, 2012Co-Authors: Larissa Jõgi, Marin GrossAbstract:The importance of Adult education as part of lifelong learning and Adult Educators who play a key role in making lifelong learning a reality is widely recognized and discussed in Adult education practice. In Estonia education policy, with its focus on lifelong learning, has been subject to a continual systematic process of strategic renewal. There is increased concern about the need to qualify Adult education practitioners so as to enhance quality in the provision of Adult education and training.
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BABAR: Becoming Adult Educators in the Baltic-Sea Region
2010Co-Authors: Marcella Milana, Per Andersson, Susanne Köpsén, Larissa Jõgi, Marin Gross, Anne LarsonAbstract:This report presents the results from a comparative study of the qualification of Adult Educators in the Nordic-Baltic region. The study involved Denmark, Estonia and Sweden. The rationale behind t ...
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The Professionalisation of Adult Educators in the Baltic States
European Journal of Education, 2009Co-Authors: Larissa Jõgi, Marin GrossAbstract:Adult education and lifelong learning together form one of the priorities for development in Estonia, Latvia and Lithuania. The important historical and social context in which the professional development of Adult Educators has been taking place in the Baltic States since they regained their independence in the 1990s is the changes that occurred in the socio-political, economic and social life since then. There is greater concern about the need to qualify Adult education practitioners so as to enhance quality in the provision of Adult education and training. However, the prerequisites for the professional development of Adult Educators are a neglected area of research when compared with other fields of education and training. In this article, we shall analyse the professional development of Adult Educators as follows: • How transformational changes in the Baltic States during the past decade have influenced Adult education policy and practice, the Adult education profession itself and the professional development of Adult Educators; • How Adult education policies, initial education and training practices affect the process of professional development among Adult Educators; • What the professional development of Adult Educators consists in.
Ricarda Bolten - One of the best experts on this subject based on the ideXlab platform.
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Between Adoption and Rejection: Attitudes of Adult Educators toward Digitization in Germany.
International Journal of Training and Development, 2020Co-Authors: Matthias Rohs, Ricarda Bolten, Jonathan KohlAbstract:The use of digital media in Adult education is very heterogeneous. To date, there are no empirical studies that have examined the possibility that media‐related differences in media usage of Adult Educators could be in part due to differential media pedagogical attitudes of Adult Educators. Moreover, there is a lack of empirical evidence to support the understanding of what factors modulate differences in media pedagogical competencies of Adult Educators. In order to examine different theoretical potentialities, in the present study, an online survey of Adult Educators (n = 626) was conducted to investigate the attitudes of Adult Educators in Germany toward their use of digital media. The results of the study indicate that there are influencing factors such as educational level or employment context on attitudes toward digital media.
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Measurement of media pedagogical competences of Adult Educators
European Journal for Research on the Education and Learning of Adults, 2019Co-Authors: Matthias Rohs, Bernhard Schmidt-hertha, Karin Julia Rott, Ricarda BoltenAbstract:Media pedagogical competence is critical for the modern-day Adult educator. In the process of Adult learning, both the use of digital media in the classroom and the transfer of knowledge in dealing with media are the basis for social participation and individual development that must be provided by teachers. However, at present little or no research has been conducted that assess media pedagogical competence of Adult Educators. Moreover, an instrument to measure media pedagogical competence was lacking. In order to redress these concerns, in the present paper an instrument for objectively measuring media pedagogical competence is designed and piloted with Adult Educators (n=622). The study provides the first results concerning objective measurement of Adult educator media pedagogical competence.
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PROFESSIONALIZATION OF Adult Educators FOR A DIGITAL WORLD: AN EUROPEAN PERSPECTIVE
European Journal of Education Studies, 2017Co-Authors: Matthias Rohs, Ricarda BoltenAbstract:Digital media play an increasingly important role in all areas of society. As a result, media literacy is one of the key qualifications for our information society. It enables social participation and opens up opportunities for professional development. Media literacy is not a static construct though – due to technological progress it must be continually developed. For this reason, Adult education has a central function in promoting media literacy. At the same time, for education too new opportunities for promoting learning are constantly opening up via digital media. The media education competencies of Adult Educators are therefore of central significance for assessing and utilising the opportunities and risks of current developments. In light of this, this article discusses the current situation with regards to standards and pathways of professionalization of Adult Educators in terms of media pedagogic competences in Europe. Article visualizations:
Per Andersson - One of the best experts on this subject based on the ideXlab platform.
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Qualification paths of Adult Educators in Sweden and Denmark
Studies in Continuing Education, 2013Co-Authors: Per Andersson, Susanne Köpsén, Anne Larson, Marcella MilanaAbstract:The qualification of Adult Educators is a central aspect of the quality of Adult education. However, within current policy discourses and Adult education research on the professional development of prospective Adult Educators, little attention is paid to teacher qualification when compared to other fields of education and training. In this study, we analyse the qualification paths, or learning trajectories, of prospective Adult Educators in Sweden and Denmark. The analysis is based on narrative interviews with 29 students in training to become Adult Educators. The career paths of Adult Educators are often long and winding roads. Becoming an Adult educator could be their primary desire, but it could also be their ‘Plan B’, a second choice. Individual motives and external demands interact in the professionalisation process. A shift in focus from teaching subject and methods to teaching context and the relation to the learners is part of the professional development. Finally, we argue that both academic stud...
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Views on Adult Educators
2010Co-Authors: Per Andersson, Susanne KöpsénAbstract:With an increased interest in and focus on lifelong learning and Adult education as a means to economic development, social cohesion and participation in a democracy, comes an enhanced attention on Adult Educators and their qualifications. In light of this, the aim of Becoming Adult Educators in the European Area (BAEA), results of which are presented in this publication, has been to investigate ways prospective Adult Educators qualify for their jobs in terms of professional competences beforeentering the profession. Inspired by Bronfenbrenner (1979, 1986), among others, the study is grounded on the premise that individuals exist in multiple, multilayered and interacting contexts, each of which is a domain of social relations and physical contexts. The specific aims of the project have been:To analyse ways in which Adult education policies and initial education andtraining opportunities for prospective Adult Educators affect professionalisation processes in the field of general, vocationally-oriented and liberal Adult education;To investigate social and cultural factors that influence the individual formation of initial competences and qualifications of Adult Educators in the field of general, vocationally-oriented and liberal Adult education;To investigate the main factors that influence the construction of a professional identity among prospective Adult Educators.Professional development in this study is defined as a process that involves the acquisition of a specialised body of knowledge, the formation of personal teaching-learning theories grounded on both theoretical principles and the self-interpretation of one‟s own practice, as well as the construction of a professional identity. The study is designed as a comparative study involving four European countries: Denmark, Estonia, Italy and Sweden. The empirical data was collected in the period of 2008-2009, in two steps. In the first step, a literature review of existing informationon Adult education and learning and on the structural conditions surrounding the Adult educator at work was conducted. The documents analysed included research reports and articles, official descriptions of national education systems, policy papers, laws, by-laws and reports, including national reports to the European Commission on the implementation of lifelong learning strategies at national levels. The second step consisted of narrative interviews which were conducted with a total of sixty-two persons undertaking specialised studies in Adult education and learning. Each interview was first analysed in depth following a common frame of reference. Thereafter, cross-case analyses were carried-out nationally, and finally comparisons were made cross-nationally. Though the four countries studied differ in relation to Adult education traditions as well as structural and political conditions, the analysis unveils similar trends for all – both in relation to Adult education and training and in relation to the qualification of current and prospective Adults Educators. The empirical evidence brought together underscores that while the quality of Adult education represents a topic of concern, it nonetheless underestimates the difficulties embedded in the provision of qualified teaching-learning transactions by Adult Educators who often enter the profession without specialised pedagogical knowledge. Further, the evidence highlights that professionalism in the field of Adult education embodies contrasting views and understandings of its purpose, characterisations and possibilities, not least due to weak social recognition, fragile collective representativeness and individual protection. To better the conditions for the professionalisation of prospective and current Adult Educators, hence the quality of Adult education provisions, more research-based knowledge in the field is needed. At the same time, the European Commission, governments, and other institutional actors and education agencies should:Develop policies and practices aimed at defining and implementing initial education and training paths and appropriate support for further career development in the field of Adult education;Recognise Adult Educators as a professional group with complex cultural and professional competences;Create new opportunities for participation in specialised studies and concrete or virtual communities for professional exchange and mutual enrichment;Organise functional internships;Improve recruitment strategies and working conditions.
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Qualification paths of Adult Educators : A comparative study of Sweden and Denmark
2010Co-Authors: Per Andersson, Susanne Köpsén, Anne Larson, Marcella MilanaAbstract:This paper presents results from a study of the qualification of Adult Educators in Denmark and Sweden. It describes the role the qualification of Adult Educators plays in policy, the opportunities ...
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BABAR: Becoming Adult Educators in the Baltic-Sea Region
2010Co-Authors: Marcella Milana, Per Andersson, Susanne Köpsén, Larissa Jõgi, Marin Gross, Anne LarsonAbstract:This report presents the results from a comparative study of the qualification of Adult Educators in the Nordic-Baltic region. The study involved Denmark, Estonia and Sweden. The rationale behind t ...
Paula Guimarães - One of the best experts on this subject based on the ideXlab platform.
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Reflections on the Professionalisation of Adult Educators in the Framework of Public Policies in Portugal.
European Journal of Education, 2009Co-Authors: Paula GuimarãesAbstract:The discussion in this article is based on recent research carried out by the author recently on Adult education public policies and her participation in the Adult Learning Practitioners in Europe (ALPINE) project coordinated by Research voor Beleid (The Netherlands) and funded by the European Commission. The analysis presented here stresses the challenges faced by Adult Educators in Portugal in the last decades and the concerns about the emerging professionalisation process that started in the framework of observed Adult education and training public policy.