Název: Konceptualizace profesionality u vzdělavatelů dospělých
Variantní název:
- Conceptualizing professionalism among teachers of adults
Přispěvatel
Mattuš, Jan (překladatel)
Zdrojový dokument: Studia paedagogica. 2012, roč. 17, č. 1, s. [113]-[128]
Rozsah
[113]-[128]
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2012-1-7
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/118287
Type: Článek
Jazyk
Licence: Neurčená licence
Přístupová práva
přístupné po uplynutí embarga
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
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.
Reference
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[21] HARGREAVES, A. Four Ages of Professionalism and Professional Learning. Teachers and teaching: theory and practice, 2000, roč. 6, č. 2, s. 151–182. ISSN 1354-0602.
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[23] JARVIS, P., PETERS , J. M., & Associates (Eds.). Adult education: evolution and achievements in a developing field of study. San Francisco: Jossey-Bass, 1991. ISBN 978-1-55542-381-7.
[24] JARVIS, P. (Ed.). The Routledge International Handbook of Lifelong Learning. New York: Routledge, 2009. ISBN 978-0-415-58165-6.
[25] JOHNSON, T. J. Professions and power. London: Macmillan, 1972. ISBN 978-0-333-13430-3.
[26] JÕGI, L., GROSS , M. Professionalisation of Adult Educators in the Baltic States. European Journal of Education, 2009, roč. 44, č. 2, s. 221–242. ISSN 1474-9041. | DOI 10.1111/j.1465-3435.2009.01380.x
[27] KASWORM, C., HEMMINGSEN, L. Preparing professionals for lifelong learning: Comparative examination of master's education programs. Higher education, 2007, roč. 54, č. 3, s. 449–468. ISSN 0018-1560. | DOI 10.1007/s10734-006-9006-8
[28] KINOS, J. Professionalism – a breeding ground for struggle. The example of the Finnish day-care centre. European Early Childhood Education Research Journal, 2008, roč. 16, č. 2, s. 224–241. ISSN 1350-293X. | DOI 10.1080/13502930802141642
[29] LARSON, M. S. The Rise of Professionalism: a Sociological Analysis. Berkeley: University of California Press, 1977. ISBN 0-520-02938-0.
[30] LUNT, I. Ethical issues in professional life. In CUNNINGHAM, B. (Ed.). Exploring professionalism. London: Bedford Way Papers, 2008, s. 73–98. ISBN 978-0-85473-805-3.
[31] MACDONALD, K. M. The Sociology of Professions. London: Sage, 1995. ISBN 0-8039-86534-3.
[32] MERRIAM, S. B., BROCKETT, R. G. The Profession and Practice of Adult Education – An introduction. San Francisco: John Wiley and Sons, 2007. ISBN 978-0-470-18153-2.
[33] MILANA, M. Initial education and training pathways for Danish adult educators. In Journal of Educational Sciences, 2009, roč. 19, č. 1, s. 447–467. ISSN 0950-0693.
[34] MILLERSON, G. The Qualifying Associations: A Study in Professionalization. London: Routledge and Kegan Paul, 1964. ISBN 0-7100-3439-3.
[35] NUISSL, E., LATTKE, S. (Eds.). Qualifying adult learning professionals in Europe. Bielefeld: W. Bertelsmann Verlag, 2008. ISBN 978-3-7639-3623-6.
[36] OSBORNE, M. Editorial – Adult Learning Professionals in Europe. European Journal of Education. Special Issue: The Training of Adult Education Professionals in Europe, 2009, roč. 44, č. 2, s. 143–144. ISSN 1465-3435. | DOI 10.1111/j.1465-3435.2009.01388.x
[37] SIEGRIST, H. The Professions in Nineteenth-Century Europe. In KAEBLE, H. (Ed.). The European Way. European societies during the nineteenth and twentieth centuries. New York and Oxford: Berghahn Books, 2004, s. 68–89. ISBN 978-1-57181-512-5.
[38] TAWNEY, R. H. The Acquisitive Society. New York: Harcourt, Brace and Company, 1920. ISBN 978-1-4366-3001-0.
[39] THOMPSON, M. Professionalism and professional development. Professional development in education, 2009, roč. 35, č. 2, s. 169–174. ISSN 1941-5257.
[40] VOLKMANN, M. J., ANDERSON , M. A. Creating professional identity: Dilemmas and metaphors of a first year chemistry teacher. Science Education, 1998, roč. 82, č. 3, s. 293–310. ISSN 0036-8326. | DOI 10.1002/(SICI)1098-237X(199806)82:3<293::AID-SCE1>3.0.CO;2-7
[41] Vzdělávání dospělých: Na vzdělávání není nikdy pozdě. Brusel: Komise evropských společenství, 2006.
[42] WEST, B. P. Professions: their nature, roles and responsibilities. In WEST, B. P. (Ed.). Professionalism and Accounting Rules. London, New York: Routledge, 2003, s. 13–40. ISBN 978-0-415-28569-8.
[43] WHITEHEAD, A. N. Adventures of Ideas. Cambridge: Cambridge University Press, 1933. ISBN 978-0-02-627220-2.
[44] WHITTY, G. Changing modes of teacher professionalism: traditional, managerial, collaborative and democratic. In CUNN INGHAM, B. (Ed.). Exploring professionalism. London: Bedford Way Papers, 2008, s. 28–49. ISBN 978-0-85473-805-3.
[45] WILENSKY, H. L. The Professionalization of Everyone? The American Journal of Sociology, 1964, roč. LXX, č. 2, s. 137–158. ISSN 0002-9602. | DOI 10.1086/223790
[46] WILSON, A. The Common Concern: Controlling the Professionalization of Adult Education. Adult Education Quarterly, 1993, roč. 44, č. 1, s. 1–16. ISSN 0741-7136. | DOI 10.1177/0741713693044001001
[2] BARBER, B. Some problems in the sociology of professions. Daedalus, 1963, roč. 92, č. 4, s. 669–688. ISSN 0011-5266.
[3] BECK, J. Appropriating professionalism: restructuring the official knowledge base of England's 'modernised' teaching profession. British Journal of Sociology of Education, 2009, roč. 30, č. 1, s. 3–14. ISSN 0142-5692. | DOI 10.1080/01425690802514268
[4] BROCKETT, R. G. Professional development, artistry, and style. New Directions for Adult and Continuing Education, 1991, roč. 51, s. 5–13. ISSN 1536-0717.
[5] BRON, A., JARVIS, P. Identities of adult educators: changes in professionality. In NUISSL, E., LATTKE, S. (Eds.). Qualifying adult learning professionals in Europe. Bielefeld: W. Bertelsmann Verlag, 2008, s. 33–44. ISBN 978-3-7639-3623-6.
[6] CARUSO, A., DI PIERLO, M. C., RUIZ, M., CAMILO, M. Situacíon presente de la educatíon de personas jóvenes y adultas en América Latina y el Caraibe. Mexico, Pátzcuaro: CEAAL, 2008. ISBN 978-968-9388-04-3.
[7] CERVERO, R. M. Effective Continuing Education for Professionals. San Francisco: Jossey-Bass, 1988. ISBN 1-55542-127-X.
[8] CERVERO, R. M. Adult and continuing education should strive for professionalisation. In GALBRAITH, M. G., SISCO, B. (Eds.). Confronting controversies in challenging times: A call for action. San Francisco: Jossey-Bass, 1992, s. 45–50. ISBN 978-1-55542-748-0.
[9] COGAN, M. L. Toward a definition of profession. Harvard Educational Review, 1953, roč. 23, č. 1, s. 33–50. ISSN 0017-8055.
[10] COLLINS, R. Changing conceptions in the sociology of the professions. In TORSTENDAHL, R., BURR AGE, M. (Eds.). The Formation of Professions: Knowledge, State and Strategy. London: SAGE Publications, 1990, s. 11–23. ISBN 978-0-8039-8251-8.
[11] COOK, D. Some historical perspectives on professionalism. In CUNN INGHAM, B. (Ed.). Exploring professionalism. London: Bedford Way Papers, 2008, s. 10–27. ISBN 978-0-85473-805-2.
[12] CROMPTON, R. Gender and accountancy: a response to Tinker and Neimark. Accounting, organizations and society, 1987, roč. 12, č. 1, s. 103–110. ISSN 0361-3682. | DOI 10.1016/0361-3682(87)90019-5
[13] CUNNINGHAM, B. (Ed.). Exploring professionalism. London: Bedford Way Papers, 2008. ISBN 978-0-85473-805-3.
[14] CUNNINGHAM, P. A sociology of adult education. In WILSON , A., HAYES, E. (Eds.). Handbook of Adult and Continuing Education. San-Fransisco: Jossey-Bass, 2000, s. 573–590. ISBN 978-0-7879-4998-1.
[15] DESHLER, D. Social, professional and academic issues. In PETERS , J. M., JARVIS, P., Associates (Eds.). Adult education: evolution and achievements in a developing field of study. San Francisco: Jossey-Bass, 1991, s. 384–420. ISBN 978-1-55542-381-7.
[16] ELLIOTT, P. The Sociology of Professions. London: Macmillan, 1972. ISBN 978-0-333-10215-0.
[17] ETZIONI, A. (Ed.). The semi-professions and their organization. London: The Free Press, 1969. ISBN 978-0-02-909600-6.
[18] EVANS, L. Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 2008, roč. 56, č. 1, s. 20–38. ISSN 1467-8527.
[19] GOODE, J. W. The theorethical limits of professionalisation. In ETZION I, A. (Ed.). The semi-professions and their organization. London: The Free Press, 1969, s. 266–313. ISBN 978-0-02-909600-6.
[20] GREENWOOD, E. Attributes of a profession. In VOLLMER, H. M., MILLS , D. L. (Eds.). Professionalization. Englewood Cliffs: Prentice-Hall, 1966, s. 9–19.
[21] HARGREAVES, A. Four Ages of Professionalism and Professional Learning. Teachers and teaching: theory and practice, 2000, roč. 6, č. 2, s. 151–182. ISSN 1354-0602.
[22] HUMPHREYS, M. Theory, Practice and Performance in Teaching: professionalism, intuition, and jazz. Educational Studies, 2002, roč. 28, č. 1, s. 5–15. ISSN 1913-9020. | DOI 10.1080/03055690120090343
[23] JARVIS, P., PETERS , J. M., & Associates (Eds.). Adult education: evolution and achievements in a developing field of study. San Francisco: Jossey-Bass, 1991. ISBN 978-1-55542-381-7.
[24] JARVIS, P. (Ed.). The Routledge International Handbook of Lifelong Learning. New York: Routledge, 2009. ISBN 978-0-415-58165-6.
[25] JOHNSON, T. J. Professions and power. London: Macmillan, 1972. ISBN 978-0-333-13430-3.
[26] JÕGI, L., GROSS , M. Professionalisation of Adult Educators in the Baltic States. European Journal of Education, 2009, roč. 44, č. 2, s. 221–242. ISSN 1474-9041. | DOI 10.1111/j.1465-3435.2009.01380.x
[27] KASWORM, C., HEMMINGSEN, L. Preparing professionals for lifelong learning: Comparative examination of master's education programs. Higher education, 2007, roč. 54, č. 3, s. 449–468. ISSN 0018-1560. | DOI 10.1007/s10734-006-9006-8
[28] KINOS, J. Professionalism – a breeding ground for struggle. The example of the Finnish day-care centre. European Early Childhood Education Research Journal, 2008, roč. 16, č. 2, s. 224–241. ISSN 1350-293X. | DOI 10.1080/13502930802141642
[29] LARSON, M. S. The Rise of Professionalism: a Sociological Analysis. Berkeley: University of California Press, 1977. ISBN 0-520-02938-0.
[30] LUNT, I. Ethical issues in professional life. In CUNNINGHAM, B. (Ed.). Exploring professionalism. London: Bedford Way Papers, 2008, s. 73–98. ISBN 978-0-85473-805-3.
[31] MACDONALD, K. M. The Sociology of Professions. London: Sage, 1995. ISBN 0-8039-86534-3.
[32] MERRIAM, S. B., BROCKETT, R. G. The Profession and Practice of Adult Education – An introduction. San Francisco: John Wiley and Sons, 2007. ISBN 978-0-470-18153-2.
[33] MILANA, M. Initial education and training pathways for Danish adult educators. In Journal of Educational Sciences, 2009, roč. 19, č. 1, s. 447–467. ISSN 0950-0693.
[34] MILLERSON, G. The Qualifying Associations: A Study in Professionalization. London: Routledge and Kegan Paul, 1964. ISBN 0-7100-3439-3.
[35] NUISSL, E., LATTKE, S. (Eds.). Qualifying adult learning professionals in Europe. Bielefeld: W. Bertelsmann Verlag, 2008. ISBN 978-3-7639-3623-6.
[36] OSBORNE, M. Editorial – Adult Learning Professionals in Europe. European Journal of Education. Special Issue: The Training of Adult Education Professionals in Europe, 2009, roč. 44, č. 2, s. 143–144. ISSN 1465-3435. | DOI 10.1111/j.1465-3435.2009.01388.x
[37] SIEGRIST, H. The Professions in Nineteenth-Century Europe. In KAEBLE, H. (Ed.). The European Way. European societies during the nineteenth and twentieth centuries. New York and Oxford: Berghahn Books, 2004, s. 68–89. ISBN 978-1-57181-512-5.
[38] TAWNEY, R. H. The Acquisitive Society. New York: Harcourt, Brace and Company, 1920. ISBN 978-1-4366-3001-0.
[39] THOMPSON, M. Professionalism and professional development. Professional development in education, 2009, roč. 35, č. 2, s. 169–174. ISSN 1941-5257.
[40] VOLKMANN, M. J., ANDERSON , M. A. Creating professional identity: Dilemmas and metaphors of a first year chemistry teacher. Science Education, 1998, roč. 82, č. 3, s. 293–310. ISSN 0036-8326. | DOI 10.1002/(SICI)1098-237X(199806)82:3<293::AID-SCE1>3.0.CO;2-7
[41] Vzdělávání dospělých: Na vzdělávání není nikdy pozdě. Brusel: Komise evropských společenství, 2006.
[42] WEST, B. P. Professions: their nature, roles and responsibilities. In WEST, B. P. (Ed.). Professionalism and Accounting Rules. London, New York: Routledge, 2003, s. 13–40. ISBN 978-0-415-28569-8.
[43] WHITEHEAD, A. N. Adventures of Ideas. Cambridge: Cambridge University Press, 1933. ISBN 978-0-02-627220-2.
[44] WHITTY, G. Changing modes of teacher professionalism: traditional, managerial, collaborative and democratic. In CUNN INGHAM, B. (Ed.). Exploring professionalism. London: Bedford Way Papers, 2008, s. 28–49. ISBN 978-0-85473-805-3.
[45] WILENSKY, H. L. The Professionalization of Everyone? The American Journal of Sociology, 1964, roč. LXX, č. 2, s. 137–158. ISSN 0002-9602. | DOI 10.1086/223790
[46] WILSON, A. The Common Concern: Controlling the Professionalization of Adult Education. Adult Education Quarterly, 1993, roč. 44, č. 1, s. 1–16. ISSN 0741-7136. | DOI 10.1177/0741713693044001001