Title: Úvahy o profesionalitě vzdělavatelů dospělých
Variant title:
- Examining the professionalism of adult educators
Contributor
Šalamoun, Jiří (Translator)
Source document: Studia paedagogica. 2012, vol. 17, iss. 1, pp. [129]-147
Extent
[129]-147
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2012-1-8
Stable URL (handle): https://hdl.handle.net/11222.digilib/118288
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)
Liší se vzdělavatelé dospělých od jiných učitelů? A pokud ano, je to jen na základě kontextu jejich práce, resp. kategorie studentů, které vzdělávají, nebo jde o rozdíl podstatnější? Tento článek se těmito otázkami a problémy zabývá v tom smyslu, že se soustředí na profesionalitu vzdělavatelů dospělých a zkoumá míru, do jaké (pokud vůbec) tu můžeme oprávněně hovořit o rozdílu. Jak si všímá Merriamová, andragogika se stala společným opěrným bodem pro ty, kteří se snaží definovat vzdělávání dospělých jako oddělené od ostatních oblastí vzdělávání. Možná již nastal čas, aby lidé, kteří zkoumají, studují i prakticky vykonávají vzdělávání dospělých, začali bourat překážky, jež je tradičně separují od pracovníků v jiných oblastech vyučování a učení.
Are adult educators different from other teachers? And if they are distinct, is it only on the basis of the context(s) within which they work, and/or the category of students whom they educate, or is the distinction more fundamental? This paper addresses these questions and issues by focusing on the professionalism of adult educators, and, more specifically, examining the extent to which – if at all – it may justifiably be considered distinct. As Merriam observes, andragogy has become something of a rallying point for those trying to define the field of adult education as separate from other areas of education. Perhaps it is time for those who research, study, and work as practitioners in adult education to start breaking down the boundaries that have traditionally separated them from those working in other fields of learning and teaching.
Note
Z anglického textu přeložil Jiří Šalamoun.
References
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[2] BOTTERO, W. Interaction distance and the social meaning of occupations. The Sociological Review, 2005, roč. 53, č. 2, s. 56–72. ISSN 0038-0261. | DOI 10.1111/j.1467-954X.2005.00572.x
[3] CERVERO, R. M. Adult education should strive for professionalization. In GALBRAITH, M. W., SISCO, B. (Eds.). Confronting controversies in challenging times: A call for action. New Directions for Adult and Continuing Education, 1992, roč. 54, s. 45–50. ISSN 1536-0717.
[4] COLLINS, M. Adult education should resist further professionalization. In GALBRAITH, M. W., SISCO, B. (Eds.). Confronting controversies in challenging times: A call for action. New Directions for Adult and Continuing Education, 1992, roč. 54, s. 37–43. ISSN 1536-0717.
[5] DONOVANT, B. W. The New, Modern Practice of Adult Education: Online Instruction in a Continuing Professional Education Setting. Adult Education Quarterly, 2009, roč. 59, č. 3, s. 227–245. ISSN 0741-7136. | DOI 10.1177/0741713609331546
[6] EVANS, L. Teaching the national curriculum in Narnia. Education 3–13, 1991, roč. 9, č. 3, s. 50–55. ISSN 0300-4279.
[7] EVANS, L. Teacher Morale, Job Satisfaction and Motivation. London: Sage, 1998. ISBN 978-1-85396-389-6.
[8] EVANS, L. Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 2008, roč. 56, č. 1, s. 20–30. ISSN 0007-1005.
[9] EVANS, L. The 'shape' of teacher professionalism in England: professional standards, performance management, professional development, and the changes proposed in the 2010 White Paper. British Educational Research Journal, 2011, roč. 37, č. 5, s. 851–870. ISSN 0141-1926.
[10] EVETTS, J. The sociological analysis of professionalism: Occupational change in the modern world. International Sociology, 2003, roč. 18, č. 2, s. 395–415. ISSN 0268-5809. | DOI 10.1177/0268580903018002005
[11] FREIDSON, E. Professionalism reborn; theory, prophecy and policy. Cambridge: Polity Press in association with Blackwell Publishers, 1994. ISBN 978-0-226-26220-8.
[12] FREIDSON, E. Professionalism: The third logic. London: Polity Press, 2001. ISBN 978-0-226-26203-1.
[13] GEWIRTZ, S., MAHONY, P., HEXTALL, I., CRIBB, A. Policy, professionalism and practice: understanding and enhancing teachers' work. In GEWIRTZ, S., MAHONY, P., HEXTALL, I., CRIBB, A. (Eds.). Changing teacher professionalism. London: Routledge, 2009, s. 3–16. ISBN 978-0-415-46777-3.
[14] GLOWACKI-DUDKA, M., HELVIE-MASON, L. B. Adult education at the margins: A literature review. New directions for adult and continuing education, 2004, č. 104, s. 7–16. ISSN 1052-2891.
[15] HANSMAN, C. Context-based adult learning. In MERRIAM, S. B. (Ed.). An update on adult learning theory: New directions for adult and continuing education. San Francisco: Jossey-Bass, 2001, s. 43–51. ISBN 978-1-555-42684-2.
[16] HOULE, C. O. The Design of Education. San Francisco: Jossey-Bass, 1996. ISBN 978-0-787-90209-4.
[17] HOYLE, E. Professionality, professionalism and control in teaching. In HOUGHTON, V. (Ed.). Management in education: The management of organisations and individuals. London: Ward Lock Educational in association with Open University Press, 1975, s. 341–320. ISBN 978-0-706-23469-5.
[18] CHAPMAN, V. L. Attending to the theoretical landscape in adult education. Adult Education Quarterly, 2005, roč. 55, č. 4, s. 308–312. ISSN 0741-7136. | DOI 10.1177/0741713605279473
[19] IMEL, S., BROCKETT, R. G., JAMES, W. B. Defining the profession: A critical appraisal. In WILSON, A. L., HAYES, E. R. (Eds.). Handbook of adult and continuing education. San Francisco: Jossey-Bass, 2000, s. 628–642. ISBN 978-0-787-94998-3.
[20] KOLSAKER, A. Academic professionalism in the managerialist era: a study of English universities. Studies in Higher Education, 2008, roč. 33, č. 5, s. 513–525. ISSN 0307-5079. | DOI 10.1080/03075070802372885
[21] MERRIAM, S. Andragogy and self-directed learning: pillars of adult learning theory. In MERR IAM, S. (Ed.). New Directions for Adult and Continuing Education, 2001, č. 89, s. 3–13. ISSN 1052-2891.
[22] MERRIAM, S., CAFFARELLA, R. Learning in adulthood. San Francisco: Jossey-Bass, 1999. ISBN 978-0-787-91043-3.
[23] MILLER, M., PLESSIS, J. Reconstructing myths: a role for adult educators. In MILLER, B., ARMSTRON G, P. (Eds.). SCRUTEA: Looking Back, Looking Forward: Learning, Teaching and Research in Adult Education Past, Present and Future – Conference Proceedings of the 40th Annual Conference, the University of Warwick. Sussex: Centre for Continuing Education, University of Sussex, 2010, s. 265–271.
[24] NIXON, J. 'Not without dust and heat': the moral bases of the 'new academic professionalism'. British Journal of Educational Studies, 2001, roč. 49, č. 2, s. 173–186. ISSN 0007-1005. | DOI 10.1111/1467-8527.00170
[25] NOORDEGRAAF, M. From 'pure' to 'hybrid' professionalism: Present-day professionalism in ambiguous public domains. Administration and Society, 2007, roč. 39, č. 6, s. 761–785. ISSN 0095-3997.
[26] OZGA, J. Deskilling a profession: professionalism, deprofessionalisation and the new managerialism. In BUSHER, H., SARAN, R. (Eds.). Managing Teachers as Professionals in Schools. London: Kogan Page, 1995, s. 21–37. ISBN 0-7494-1774-9.
[27] PODESCHI, R. Evolving directions in professionalization and philosophy. In WILSON, A. L., HAYES, E. R. (Eds.). Handbook of adult and continuing education. San Francisco: Jossey-Bass, 2000, s. 612–627. ISBN 0-7879-4998-1.
[28] RACHAL, J. R. Andragogy's detectives: a critique of the present and a proposal for the future. Adult Education Quarterly, 2002, roč. 52, č. 3, s. 210–227. ISSN 0741-7136. | DOI 10.1177/0741713602052003004
[29] TROMAN, G. The rise of the new professionals? The restructuring of primary teachers' work and professionalism. British Journal of Sociology of Education, 1996, roč. 17, č. 4, s. 473–487. ISSN 0142-5692. | DOI 10.1080/0142569960170404
[30] WILENSKY, H. L. The professionalization of everyone? American Journal of Sociology, 1964, roč. 70, č. 2, s. 137–158. ISSN 0002-9602. | DOI 10.1086/223790
[31] WILLIAMS, K. Troubling the concept of the 'academic profession' in 21st century higher education. Higher Education, 2008, roč. 56, č. 5, s. 533–544. ISSN 0018-1560. | DOI 10.1007/s10734-007-9109-x
[32] ZUKAS, M., MALCOLM, J. Learning from adult education. Academy Exchange, 2007, č. 6, s. 20–22. ISSN 1748-5533.