Konceptualizace profesionality u vzdělavatelů dospělých

Title: Konceptualizace profesionality u vzdělavatelů dospělých
Variant title:
  • Conceptualizing professionalism among teachers of adults
Contributor
Mattuš, Jan (Translator)
Source document: Studia paedagogica. 2012, vol. 17, iss. 1, pp. [113]-[128]
Extent
[113]-[128]
  • ISSN
    1803-7437 (print)
    2336-4521 (online)
Type: Article
Language
License: Not specified license
Rights access
embargoed access
 

Notice: These citations are automatically created and might not follow citation rules properly.

Abstract(s)
Podobně jako v jiných oborech se i ve vzdělávání dospělých stala profesionalita předmětem rychlých socioekonomických změn. Na rozdíl od jiných sfér je však profesionalita u vzdělávání dospělých mnohem složitější pojem s ohledem na obsáhlost tohoto oboru a jeho zvláštní rysy. Tento příspěvek reviduje tradiční modely profesionality z perspektivy profesionality rolí. Hlavním argumentem autorek přitom je, že není na místě konceptualizovat vzdělávání dospělých jako jednu profesi nebo jednu profesní oblast. V oboru vzdělávání dospělých existuje řada povolání, jež tvoří kontinuum. Autorky tvrdí, že profesionalizace v oblasti vzdělávání dospělých by měla být hodnocena ve světle znalostí praktiků o teoriích učení se dospělých, etické epistemologie, která řídí jejich chování, a míry důvěry, které se jim od dospělých učících se dostává, nikoli z pohledu specifických povolání, která vykonávají.
Similarly to other occupational fields, professionalism in adult education is affected by rapid socio-economic changes. Dissimilarly, however, unfolding the concept of professionalism in adult education is more complex due to the vastness of the field and its peculiar features. This contribution revisits traditional models of professionalism through the lens of the "role-professionalism" perspective. In so doing, the authors' main argument is that it is not appropriate to conceptualize adult education as one profession or as one professional field tout court. There are 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 the light of the knowledge of adult learning theories that practitioners possess, the ethical epistemology that guides their behaviour, and the degree of trust placed in them by the adult learners, rather than by a restrictive view of the specific occupation they hold.
Note
Z anglického textu přeložil Jan Mattuš.
Příspěvek navazuje na text publikovaný v EGETENMEYER, R., NUISSL, E. (Eds.). Teachers and Trainers in Adult and Lifelong Learning: Asian and European Perspectives. Frankfurkt am Main: Peter Lang, 2010. ISBN 978-3-631-61298-9.
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