Thematische Bibliographien / Professionalization in adult education

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Auswahl der wissenschaftlichen Literatur zum Thema „Professionalization in adult education“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 12. Februar 2022

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Zeitschriftenartikel zum Thema "Professionalization in adult education"

Collins, Michael. „Adult and continuing education should resist further professionalization“. New Directions for Adult and Continuing Education 1992, Nr. 54 (1992): 37–43. http://dx.doi.org/10.1002/ace.36719925406.

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Cervero, Ronald M. „Adult and continuing education should strive for professionalization“. New Directions for Adult and Continuing Education 1992, Nr. 54 (1992): 45–50. http://dx.doi.org/10.1002/ace.36719925407.

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Maubant, Philippe, Lucie Roger, Michel Lejeune, Brigitte Caselles-Desjardins und Nicole Gravel. „History and Perspectives of Adult Education and Professional Teacher Education: Between complicity, distance, and recognition“. Articles 46, Nr. 1 (29.08.2011): 133–56. http://dx.doi.org/10.7202/1005674ar.

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This text is divided into three broad sections. The first section will elaborate the figure of professionalization, which today appears to be the target of professional training policies. It also seems to be considered a means and thus a guarantee of the professional aim of proposed training. On what ideological and pedagogical presuppositions is this professionalization based? The second figure embodying professional training contexts is that of knowledge. What knowledge is present in the professional training of teachers? Is it involved in professionalization processes? If so, in what ways? To what extent does the tone given to professionalization – whether in connection with the objective of instruction, socialization, or qualification – determine a specific sense for Knowledge and for the knowledge defined and articulated in professional teacher training? The third symbolic figure of professional training is that of the school-life relationship. Where does professional training begin and end? What are its territories? Can it exceed the usual territories and hence the expertise expected of a professional? By examining these three forms, we hope to offer the reader a new approach to professional teacher training inspired by a reminder of the aims and values of adult education.

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Wilson, Arthur L. „The Common Concern: Controlling the Professionalization of Adult Education“. Adult Education Quarterly 44, Nr. 1 (März 1993): 1–16. http://dx.doi.org/10.1177/0741713693044001001.

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Crandall, Joann (Jodi). „Professionalism and Professionalization of Adult ESL Literacy“. TESOL Quarterly 27, Nr. 3 (1993): 497. http://dx.doi.org/10.2307/3587479.

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Ovesni, Kristinka. „Professionalization of the Field of Adult Education in Former Yugoslavia“. Andragoška spoznanja 24, Nr. 4 (14.12.2018): 19–36. http://dx.doi.org/10.4312/as.24.4.19-36.

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In this paper we discuss the professionalisation of adult education and learning in the territory of former Yugoslavia. The rationale behind the paper is based on the presumption that the process of professionalisation represents a reflection of social conditions, tradition, culture, development of higher education institutions, the scientific/knowledge base for a certain field on the main elements of the profession. Our aim is to critically discuss professionalisation in the field of adult education and learning with a threefold focus (on the profession, representing the sociological dimension, on professionalism, representing the philosophical/ethical dimension, and on professionalisation, representing the andragogical dimension). The findings indicate that in the territory of former Yugoslavia significant but insufficient progress has been made when it comes to shaping the field of professional practice and in the professional preparation of andragogues/adult educators at universities, including improvement in continuing professional development. On the other hand, when it comes to establishing professional associations, licensing, and the development of professional code(s) of ethics, the process of professionalisation has been very moderate and slow.

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Freeman, Michael K., James M. Shaeffer und Donna L. Whitson. „Ethical Practice Contributes to Professionalization in Adult and Continuing Education“. Adult Learning 5, Nr. 2 (November 1993): 9–10. http://dx.doi.org/10.1177/104515959300500205.

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Grotlüschen, Anke, Christopher Stammer und Thomas J. Sork. „People who teach regularly: What do we know from PIAAC about their professionalization?“ Journal of Adult and Continuing Education 26, Nr. 1 (19.01.2020): 125–48. http://dx.doi.org/10.1177/1477971419898493.

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Professionalization in adult education is necessary, and several initiatives are underway to improve the professional situation as well as the competences and skills of adult educators. The relevance and importance of adult education is often stated. Large-scale assessments such as the Programme for the International Assessment of Adult Competences show how important adult education is for societies and economies. They give information on participation and participants. At first glance, the Programme for the International Assessment of Adult Competences lacks detailed information on adult education institutions and professions. A second glance allows explore what people do as part of their work. Those who state that they teach regularly or occasionally will be explored here in more detail. Findings from this study reveal several characteristics of people who teach, including age, gender, academic background and industries. In particular, our analysis suggests that more than 80% of those who teach did not have formal degrees in education sciences. Moreover, those who teach frequently have higher skills, older ages and they have better job positions than those who do not teach. The majority of those who teach are males. Lastly, the results indicate that seniority and prestige in all 14 countries examined in this study are highly relevant to people who teach.

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Smith, Cristine. „Professional Development and Professionalization in the Field of Adult Basic Education“. New Directions for Adult and Continuing Education 2017, Nr. 155 (September 2017): 71–81. http://dx.doi.org/10.1002/ace.20242.

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Stafeckis, Gatis, und Velta Lubkina. „ADULT LEARNING AND SOCIALIZATION PROCESSES: RTA EXPERIENCE“. Education Reform: Education Content Research and Implementation Problems 1 (16.06.2020): 56. http://dx.doi.org/10.17770/er2020.1.5193.

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ERASMUS+ Strategic Partnership project Adult Self-Learning: Supporting Autonomy in a Technology-Mediated Environment/ ASL (Ref. No. 2019-1-TR01-KA204-076875) co-funded by the Erasmus+ programme, Key Action 2: Cooperation for innovation and the exchange of good practices – Strategic Partnerships for adult education. The project aims at teaching learners to acquire new skills and competences using learning innovative practices and digital technologies as well as developing a functioning collaborative learning environment to help them identify skills gaps and needs and to collaborate locally and independently for joint capacity-building. The ASL project is expected to produce three main results corresponding to three primary European priorities:1. Supporting the setting up of, and access to, up skilling pathways (priority: adult lifelong learning);2. Improving and extending the supply of high quality learning opportunities tailored to the needs of individual low-skilled or low-qualified adults (priority: social inclusion/further education opportunities);3. Open education and innovative practices in a digital era (priority: adults' professionalization/empowerment).

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Dissertationen zum Thema "Professionalization in adult education"

McGill, Craig M. „Professionalization of Academic Advising“. FIU Digital Commons, 2017. https://digitalcommons.fiu.edu/etd/3536.

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The purpose of this collected papers dissertation was to better understand the professionalization of academic advising. Advising can claim several features of widely-agreed upon professional components, but the question of whether academic advising constitutes a “profession” has caused much debate. Three primary obstacles stand in its way: advising is misunderstood and lacks a consistent unifying definition; there has not been a substantial literature to define the content and methodologies of the field; and there is insufficient empirical research demonstrating its effectiveness. Two studies were conducted. Study #1 was a structured literature review of higher education, student affairs, and academic advising to understand how these fields have conceptualized their professional status, especially with respect to clearly defining disciplinary boundaries given significant overlap with one another, and having insufficient knowledge bases. Findings were organized by field and revealed three themes in each. Obstacles for higher education concerned the diversity and rigor of its scholarship, the (mis)conception of being a singular field, and confounding the field with the industry of higher education. Themes that emerged from the student affairs literature were scholarship, professional preparation and development, and community. For academic advising, obstacles were scholarship, expansion of graduate programs, and community. Implications for the professionalization for these three fields are: loose boundaries separating the fields, interconnectedness between educational programs, practitioner’s credential lacks currency, inconsistent language used in fields, autonomy, and demonstrating effectiveness. Study #2, a phenomenological ethnography, sought to further clarify defining functions of academic advising and to elucidate how further definition of the scope of academic advising will help professionalize the field. To acquire a description of the essence of academic advising, approaches from phenomenological and ethnographic methodologies were used. The analysis revealed that through academic advising, students learn and develop, make meaning, and connect with a caring institutional representative. The findings from this dissertation will help inform NACADA: the Global Community for Academic Advising, to help move academic advising toward professionalization, further develop academic advisors and position them to be better scholars, to educate our constituents, and to add to the body of literature on professionalization in any field.

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Ioannou, Nicoletta. „Professional development and professionalization of adult education in Cyprus : views and perceptions of adult educators“. Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51517/.

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Adult educators have been identified in the academic and policy literature as crucial to the success of national and regional strategies to deliver quality teaching to adult learners who require new knowledge and skills to meet changing social and economic needs. However, the majority of adult educators are part time practitioners who frequently lack any formal training or specialized expertise for teaching adults (Andersson, Köpsén, Larson and Milana, 2012; Jarvis, 2004). Across the world, limited attention is given to their professional development, leaving the majority of them to assume this responsibility by themselves. This is the case in Cyprus. The Cypriot adult education sector is characterised by part-time practitioners with low pay, limited professional development opportunities and uncertain career prospects. The professionalization of the sector and the development of adult education as a recognised profession has not been a priority. This study used a mixed-methods approach rooted within the pragmatic paradigm. This allowed a range of opinions to be heard, analysed and interpreted, and for some conclusions to be drawn regarding the ‘essential features’ of professional development and how these can contribute to the professionalization of the adult education sector in Cyprus. Questionnaires and group interviews were used to understand the perceptions of adult educators regarding their professional development and to identify emerging issues relevant to their professional identity and to the professionalization of the adult education field in Cyprus. Policy-makers and academics were also interviewed. The findings demonstrate the high levels of motivation that adult educators have to participate in professional development both to improve their teaching competences and to meet the needs of their learners. They reveal the personal fulfilment that adult educators gain from their work, despite their low professional status and uncertain prospects. The research shows that adult educators seek professional development focused upon classroom-based and didactical skills that can make them better teachers of adults. The establishment of a supportive environment, identification of adult learners’ needs, acknowledgment of adult educators’ prior experience, placing the learner at the centre of the teaching process, reflective practice and experiential learning, are seen as important components of professional development. The research findings have important implications for policy and practice in Cyprus. They inform recommendations for systematizing the adult education sector, defining its philosophical framework and priorities, and establishing a responsible body to monitor the professional development of adult educators and the sector in general. There are implications for practice; that the developmental needs of adult educators can be met through systematic professional development provision and that this should draw upon key stakeholders (adult educators, academic organizations and professional development providers) for its design. Finally, the research contributes to professional practice and academic discipline by providing a better understanding of adult educators working in this sector, the challenges they face, how they define their professional identity and their perceptions on how to improve their professional future. By offering insights into professional development and professionalization from the perspective of adult educators, it is hoped that the research can contribute towards positive change for adult education in Cyprus, to the advantage of educators and learners, and thereby to the advantage of Cypriot society in general.

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Bolster, Laurie A. „Time-Compressed Professionalization: The Experience of Public School Sign Language Interpreters in Mountain-Plains States“. Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27047.

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Rapid establishment of interpreting skill and knowledge standards for public school sign language interpreters has created a virtual mandate for their immediate, time-compressed, professionalization. A series of federal laws requiring accessibility to communication for deaf people have escalated demand for interpreters far beyond the supply. Thousands of people with varying levels of knowledge, skill, and experience, have been drawn into service in schools without professional preparation. Responding to specialized research, evaluation, technology, and education related to educational interpreting, states have quickly been establishing standards for interpreting skill and knowledge including phased in degree requirements. Educational interpreters have had to find ways of gaining necessary skill and knowledge rapidly, even though they typically work full-time, in isolation, and have little ready access to resources. Few occupations have experienced a juggernaut-like transition of this nature, leaving insufficient information to understand and address the phenomenon. This study was designed to investigate what we can learn from adults absorbing intense pressure of elevating their education and skills unfolding on a daily basis, most of whom are already experiencing â high-demand low-controlâ work environments. The findings give voice to members of a field of practice at a historic point in the professionalization of their field: sixty five experienced educational interpreters with diverse foundational preparation who completed a specialized, two-year, inservice program delivered at a distance. Online survey research, using a variety of response formats complemented by open-ended questions, generated data which were analyzed using descriptive and analytic statistics as well as coding schemes for themes and patterns that emerged from the qualitative data. The study illuminated a variety of challenges, successes, and, for some, the transformative nature of the experience, which warrants further study. Beyond acquiring knowledge and skills participants learned how to learn and achieved self-realization of their resilience points. They especially experienced themselves transforming into professionals with abilities to actively contribute to the school environment, reporting themselves to be informed, competent, and confident in all typically expected roles. Challenges typical of the adult distance learner abounded. It is recommended that adult learning principles be incorporated into any such program design, and that the wider interpreting community of practice be expanded as a learning resource. Equally important to recognize are the many people who have the same enthusiasms for the work, and the same professionalizing experiences as their more skilled peers, but who may never become sufficiently skilled to pass interpreting skill exams or their state standards. A follow up study is recommended to learn what emerges next. Is there a place for them in education that fully acknowledges and uses their experience and competencies?
Ph. D.

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Juozaitis, Aurimas Marijus. „Professionalization of adult teachers through the development of andragogical“. Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20081229_092734-88342.

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The process of adult teachers’ professionalization through the development of andragogical practice is analyzed in the dissertation. The need for professionally working adult teachers in current years is growing very rapidly not only due to European Union policy in adult education and economical and social development of the country, but also due to coming huge investments into human resources through European structural funds in the country. The dissertation is seeking for such answers: what kind of adult teachers’ abilities are essential for their profession; what is the most effective way in development of those abilities. In the development of the set of abilities for andragog practitioner there was made both profound analysis of andragogical theories and professional requirements for adult teachers. The set of abilities was divided into general and special abilities groups. The dissertation examines various professional development forms. The structures for optimal developmental programs are discussed also. The model, based upon the pre-set abilities of andragog practitioner, for non-formal adult teachers learning, which covers self-assessment of abilities, non-formal learning module, practice and assessment is developed. Empirical research shows how were developed adult teachers abilities due to their participation in the model’s activities. There is discussed influence of non-formal adult teacher model for professionalization of adult teachers’; conclusions and... [to full text]
Disertacijoje analizuojamos suaugusiųjų mokytojų profesionalizacijos procesas tobulinant pastarųjų andragoginę veiklą. Profesionaliai dirbančių suaugusiųjų mokytojų poreikis pastaraisiais metais auga nepaprastai sparčiai ir tai susiję ne tik su Europos Sąjungos politiniais sprendimais suaugusiųjų švietimo klausimais, bet ir su ūkio bei socialine plėtra šalyje, o taip pat ateinančiomis gausiomis investicijomis į suaugusiųjų žmonių mokymą ir lavinimą Europos struktūrinių fondų dėka. Disertacijoje ieškoma atsakymo į tokius klausimus: kokie suaugusiųjų mokytojų gebėjimai yra svarbiausi apibrėžiant jų profesionalią veiklą; koks būdas yra efektyviausias lavinant šiuos gebėjimus Disertacijoje, remiantis išsamia tiek andragoginių teorijų, tiek profesinių reikalavimų suaugusiųjų mokytojams analize, išskiriami andragogo praktiko gebėjimai. Pastarieji skirstomi į dvi grupes: bendrieji ir specialieji gebėjimai. Disertacijoje nagrinėjamos įvairios profesinio tobulinimosi formos, aptariamos optimalios tobulinimo programų struktūros. Remiantis išskirtais gebėjimais yra formuojamas neformaliojo suaugusiųjų mokytojų mokymosi modelis, apimantis gebėjimų įsivertinimą, neformaliojo mokymosi modulį, praktinę veiklą ir vertinimą. Atliktas empirinis tyrimas parodo kaip kito suaugusiųjų mokytojų įsivertinti gebėjimai dėl jų dalyvavimo modelio veiklose. Aptariamas sukurtojo neformaliojo suaugusiųjų mokytojų mokymosi modelio poveikis suaugusiųjų mokytojų profesionalizacijai, pateikiamos išvados bei... [toliau žr. visą tekstą]

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Houeha, Saturnin Noukpo. „La professionnalisation du métier d'animateur des centres d'alphabétisation et d'éducation d'adultes au Bénin : quels atouts pour le développement communautaire ?“ Thesis, Normandie, 2019. http://www.theses.fr/2019NORMR097.

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Dans le monde, il existe aujourd’hui 758 millions d’analphabètes dont 65% dans les pays de sud, notamment en Afrique subsaharienne (PNUD Bénin, 2016). Le Bénin, pays de l’Afrique de l’ouest, peuplé de plus de dix millions d’habitants, à un taux d’analphabétisme de 55,4% (RGPH 4 INSAE, 2015). Autrement, plus de la moitié de la population vit dans l’analphabétisme. Cette situation fait partie des limites de l’Education pour tous (EPT) au Bénin et constitue par conséquent, un obstacle pour l’atteindre des Objectifs de Développement Durable (ODD) tant prônés par la communauté internationale. Malheureusement, les dispositifs mis en place par les pouvoirs publics pour améliorer le taux d’alphabétisation, ont montré leurs limites. Dans le système éducatif formel, on note encore un fort taux d’abandon des apprenants (PDDSE, 2013). Ce qui ne fait que renforcer le taux d’analphabétisme national. Quant aux programmes d’alphabétisation et d’éducation des adultes, ils n’ont pas permis d’obtenir de résultats satisfaisants. A ce niveau, la faiblesse du taux d’alphabétisation serait liée principalement à la faible qualité des contenus et de la formation des animateurs des centres d’alphabétisation (PNUD-Bénin, 2016). A cela s’ajoutent la persistance du bénévolat de ces animateurs ainsi que l’environnement peu propice dans lequel ils exercent leur métier (MAPLN, 2009). Tous ces facteurs, ajoutés à leurs préjugés, influencent négativement leurs postures au cours des pratiques d’alphabétisation. Les animateurs des centres d’alphabétisation étant les principaux acteurs dans la mise en œuvre des programmes d’alphabétisation, il est donc indispensable, de penser ou de repenser aux stratégies de leur professionnalisation en vue de l’atteindre des objectifs de l’Education pour tous au Bénin et par conséquent, des Objectifs de Développement Durable. Notre recherche se propose d’une part, d’étudier les conditions de professionnalisation du métier d’animateur des centres d’alphabétisation et d’éducation des adultes au Bénin. Elle ambitionne d’autre part, d’analyser les impacts de l’activité des animateurs des centres d’alphabétisation (alphabétiseurs) sur le développement communautaire. Il s’agit d’une recherche qualitative au cours de laquelle, neuf (09) animateurs des centres d’alphabétisation ont fait l’objet d’un entretien semi-directif en vue d’appréhender les représentations qu’ils ont de leurs activités. L’administration d’un questionnaire aux vingt (20) alphabétiseurs en activité dans la commune a permis d’avoir une vue plus large des données recueillies au cours des entretiens et l’observation de quatre (04) séances d’alphabétisation a permis de faire une analyse des pratiques d’alphabétisation sur la base d’un modèle inspiré de OPEN (Observation des pratiques enseignantes)
In the world, there are 758 million illiterates today, 65% of them in the south, particularly in sub-Saharan Africa (UNDP Benin, 2016). Benin, a West African country populated by more than ten million people, has an illiteracy rate of 55.4% (RGPH 4 INSAE, 2015). Otherwise, more than half of the population lives in illiteracy. This situation is one of the limits of education for all in Benin and constitutes a major obstacle to achieving the objectives of sustainable development. Unfortunately, the devices set up public authorities to improve the literacy rate, showed their limits. In the formal education system, there is still a high drop-out rate for learners (PDDSE, 2013). This has increased the national illiteracy rate. As for literacy and adult education programs, they are not allowed to obtain results. This level of literacy would be really too low for the content and training of literacy center animators (UNDP-Benin, 2016). This is in addition to the persistence of volunteer work by these facilitators of the unfavorable environment in which they practice their profession (MAPLN, 2009). All these factors, influenced by their prejudices, negatively influenced by their postures in literacy practice. As the facilitators of the literacy centers are the main actors in the implementation of literacy programs, it is therefore essential to think or rethink the strategies of their professionalization in order to achieve the objectives of Education for Education. All in Benin and therefore Sustainable Development Goals. On the one hand, our research aims to study the conditions of professionalisation of the profession of animator of literacy and adult education centers in Benin. On the other hand, it aims to analyze the impact of the activity of the animators of the literacy centers on community development. This is a qualitative research in which nine (09) literacy centers animators have been the subject of a semi-directive interview in order to apprehend their representations of their activities. . The administration of a questionnaire to the twenty (20) working alphabetizers in the commune allowed to have a broader view of the data collected during the interviews and the observation of four (04) literacy sessions allowed to an analysis of literacy practices based on a model inspired by OPEN (Observation of Teaching Practices)

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Villeneuve, Pat. „Contending art education paradigms and professionalization“. Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185997.

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In 1982, the Getty Center for Education in the Arts, an operating entity of a private foundation, began to promote discipline-based art education (DBAE), a newly-articulated paradigm that had evolved within the art education field over the previous twenty years. The new paradigm, which advocated balanced and sequential instruction in aesthetics, criticism, art history, and studio production across the grades, contrasted sharply with traditional practice that focused on the student's innate creativity and expressiveness. A controversy ensued as the Getty Center and the National Art Education Association, the field's professional affiliation, each tried to advance a definition of art education practice. Rather than focusing on the contentious paradigms, this dissertation considers the Getty Center's activities on behalf of DBAE as an instance of professional challenge. Working from the sociological literature on professions and using a time series of selected Getty and NAEA documents published between 1985 and 1989, this study examines the dialectic between the Getty and the art education field and NAEA as each tries to garner sufficient legitimacy to establish its prescribed form of art education practice. The dissertation offers a new perspective for the art education field and refines professionalization literature by describing the process of professional challenge.

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Green, Katie. „Victorian governesses : a look at education and professionalization /“. Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1240932232.

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Thesis (M.A.)--University of Toledo, 2009.
Typescript. "Submitted as partial fulfillment of the requirements for The Master of Arts in History." "A thesis entitled"--at head of title. Bibliography: leaves 87-93.

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Green, Katie Noelle. „Victorian Governesses : A Look at Education and Professionalization“. University of Toledo / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1240932232.

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Stevelt, Kelly A. „Professionalization of Studio Glass Artists“. The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253978421.

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Wyatt, James. „Adult Education“. ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/475.

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Bücher zum Thema "Professionalization in adult education"

Grace, André P. Challenging the professionalization of adult education: John Ohliger and contradictions in modern practice. San Francisco: Jossey-Bass, 2009.

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Education, University of Hong Kong Faculty of. Professionalization and education. Hong Kong: University of Hong Kong, 1992.

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United States. Superintendent of Documents. Adult education. Washington, D.C: U.S. G.P.O., Supt. of Docs., 1988.

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Seetharamu, A. S. Adult education. New Delhi: Ashish Pub. House, 1994.

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Drodge, Stephen. Adult education. Newcastle-under-Lyme: AAL Publishing, 1988.

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Ireland, Teachers' Union of. Adult Education. Dublin: Teacher's Union of Ireland, 1989.

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McNair, Stephen. Adult education. Birmingham: INLOGOV, 1986.

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Prasad, D. Rajendra. Adult education. New Delhi: Ashish Pub. House, 1991.

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Murayama, Yuka. Adult education. Tōkyō: Gentōsha, 2010.

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Pati, Sura Prasad. Adult education. New Delhi: Ashish Pub. House, 1989.

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Buchteile zum Thema "Professionalization in adult education"

Potter, Jeremy. „Adult Education“. In Independent Television in Britain, 244–51. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-09907-8_15.

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Kumar, Preeti, und Alexander W. Wiseman. „The Professionalization of Teaching“. In Teacher Quality and Education Policy in India, 122–42. Abingdon, Oxon ; New York, NY : Routledge, 2021. |: Routledge, 2021. http://dx.doi.org/10.4324/9781003054726-6.

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Westwood, Peter Stuart. „Adult Numeracy“. In SpringerBriefs in Education, 67–73. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3761-2_6.

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Illeris, Knud. „Adult Learning“. In Learning, Development and Education, 74–83. New York, NY : Routledge, 2016. | Series: World library of educationalists series: Routledge, 2018. http://dx.doi.org/10.4324/9781315620565-7.

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Koff, Sondra Z. „The First Stage of Professionalization: Education“. In The Dental Team in the European Union, 21–59. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72232-6_2.

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Carlson, Marie, und Bengt Jacobsson. „Neoliberalising adult education“. In Neoliberalism and Market Forces in Education, 123–37. Abingdon, Oxon ; New York, NY : Routledge, [2019] | Series: Routledge research in education policy and politics: Routledge, 2019. http://dx.doi.org/10.4324/9780429470530-9.

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Lucio-Villegas, Emilio. „Claiming Adult Education“. In Adult Education in Communities, 1–24. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-043-7_1.

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English, Leona M., und Peter Mayo. „Environmental Adult Education“. In Learning with Adults, 189–96. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-768-4_17.

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English, Leona M., und Peter Mayo. „Adult Health Education“. In Learning with Adults, 197–206. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-768-4_18.

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Eidevald, Christian, Birgitte Ljunggren und Thordis Thordardottir. „Professionalization and gender balance“. In Exploring Career Trajectories of Men in the Early Childhood Education and Care Workforce, 57–69. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Towards an ethical praxis in early childhood: Routledge, 2020. http://dx.doi.org/10.4324/9781003048473-7.

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Konferenzberichte zum Thema "Professionalization in adult education"

Deutscherová, Beáta, und Adriana Wiegerová. „PROFESSIONALIZATION OF TEACHERS OF PRESCHOOLS“. In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1347.

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Vasilenko, Oksana V., Marina S. Sapriko, Tatiana A. Dzyuba, Natalya I. Ivanova, Avgusta V. Ulyandina und Galina V. Ihonkina. „SOCIAL NETWORKS AND PROSPECTS FOR STUDENTS' PROFESSIONALIZATION“. In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.202168.

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Duan, Huifang. „Professionalization Process of Interior Design“. In Proceedings of the 5th International Conference on Arts, Design and Contemporary Education (ICADCE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icadce-19.2019.116.

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Huang, Zhaoyuan. „Research into the Professionalization of China's Sports Brokers“. In International Conference on Education, Management, Computer and Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emcs-16.2016.149.

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Malgorzata, Plechawska-Wojcik, Milosz Marek und Borys Magdalena. „Professionalization of computer science studies - Project results and evaluation“. In 2015 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2015. http://dx.doi.org/10.1109/educon.2015.7096046.

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Janowski, Tomasz, Wojciech Cellary und Jim Davies. „Introduction to Electronic Government Education, Training and Professionalization Minitrack“. In 2013 46th Hawaii International Conference on System Sciences (HICSS). IEEE, 2013. http://dx.doi.org/10.1109/hicss.2013.406.

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Trostinskaia, Irina R., Anna S. Safonova und Nadezhda N. Pokrovskaia. „Professionalization of education within the digital ecnomy and communicative competencies“. In 2017 IEEE VI Forum on Strategic Partnership of Universities and Enterprises of Hi-Tech Branches - Science, Education, Innovations (SPUE). IEEE, 2017. http://dx.doi.org/10.1109/ivforum.2017.8245961.

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Akhmetov, Linar G. „Early Professionalization Of Gifted Schoolchildren In The Context Of Extended Education“. In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.4.

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Merzlyakova, Svetlana. „Family Self-Determination Of Students In The Process Of Professionalization“. In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.33.

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Madlenakova, Lucia, und Margita Majercakova. „BARRIERS IN ADULT EDUCATION“. In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2054.

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Berichte der Organisationen zum Thema "Professionalization in adult education"

Waddington, Hugh, und Howard White. Farmer field schools: from agricultural extension to adult education. International Initiative for Impact Evaluation (3ie), August 2014. http://dx.doi.org/10.23846/srs001ffs.

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Waltmann, Ben, Imran Tahir und Luke Sibieta. Big changes ahead for adult education funding? Definitely maybe. Institute for Fiscal Studies, April 2021. http://dx.doi.org/10.1920/bn.ifs.2021.bn0325.

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Graves, Darlene. Creative Drama as an Instructional Strategy in Adult Christian Education. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1349.

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Lleras-Muney, Adriana. The Relationship Between Education and Adult Mortality in the United States. Cambridge, MA: National Bureau of Economic Research, Juni 2002. http://dx.doi.org/10.3386/w8986.

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Zimmer, Zachary, Linda Martin, Mary Ofstedal und Yi-Li Chuang. Education of adult children and mortality of their elderly parents in Taiwan. Population Council, 2005. http://dx.doi.org/10.31899/pgy2.1021.

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Clark, Damon, und Heather Royer. The Effect of Education on Adult Health and Mortality: Evidence from Britain. Cambridge, MA: National Bureau of Economic Research, Mai 2010. http://dx.doi.org/10.3386/w16013.

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Salvanes, Kjell G., Richard Blundell und Patrick Bennett. A second chance? Labor market returns to adult education using school reforms. The IFS, August 2020. http://dx.doi.org/10.1920/wp.ifs.2020.2820.

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McKinley, Matthew R. An Assessment of the Army Officer Education System From an Adult Learning Perspective. Fort Belvoir, VA: Defense Technical Information Center, Mai 2005. http://dx.doi.org/10.21236/ada435942.

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Hollenbeck, Kevin, und William Anderson. A Net Impact Analysis of Adult, Job-Specific Training Programs Funded by the Ohio Department of Education. W.E. Upjohn Institute, Juni 1993. http://dx.doi.org/10.17848/tr93-003.

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Sena Rivas, WR, S. Casillas Martín, M. Cabezas González und A. Barrientos. Educommunication in the context of youth and adult education in Latin America: A state of the art based on a systematic literature review. Revista Latina de Comunicación Social, Januar 2019. http://dx.doi.org/10.4185/rlcs-2019-1325en.

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