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Journal articles on the topic 'Professionalization in adult education'

Author: Grafiati

Published: 28 June 2021

Last updated: 12 February 2022

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1

Collins, Michael. "Adult and continuing education should resist further professionalization." New Directions for Adult and Continuing Education 1992, no. 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, no. 54 (1992): 45–50. http://dx.doi.org/10.1002/ace.36719925407.

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3

Maubant, Philippe, Lucie Roger, Michel Lejeune, Brigitte Caselles-Desjardins, and Nicole Gravel. "History and Perspectives of Adult Education and Professional Teacher Education: Between complicity, distance, and recognition." Articles 46, no. 1 (August 29, 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, no. 1 (March 1993): 1–16. http://dx.doi.org/10.1177/0741713693044001001.

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5

Crandall, Joann (Jodi). "Professionalism and Professionalization of Adult ESL Literacy." TESOL Quarterly 27, no. 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, no. 4 (December 14, 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, and Donna L. Whitson. "Ethical Practice Contributes to Professionalization in Adult and Continuing Education." Adult Learning 5, no. 2 (November 1993): 9–10. http://dx.doi.org/10.1177/104515959300500205.

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Grotlüschen, Anke, Christopher Stammer, and Thomas J. Sork. "People who teach regularly: What do we know from PIAAC about their professionalization?" Journal of Adult and Continuing Education 26, no. 1 (January 19, 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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9

Smith, Cristine. "Professional Development and Professionalization in the Field of Adult Basic Education." New Directions for Adult and Continuing Education 2017, no. 155 (September 2017): 71–81. http://dx.doi.org/10.1002/ace.20242.

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Stafeckis, Gatis, and Velta Lubkina. "ADULT LEARNING AND SOCIALIZATION PROCESSES: RTA EXPERIENCE." Education Reform: Education Content Research and Implementation Problems 1 (June 16, 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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11

Šinko, Simona. "Adult Learning and Education in International Contexts: Future Challenges for its Professionalization." Andragoška spoznanja 25, no. 1 (February 18, 2019): 113–14. http://dx.doi.org/10.4312/as.25.1.113-114.

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Grotlüschen, Anke. "Adult learning and education in international contexts: Future challenges for its professionalization." International Review of Education 64, no. 4 (January 13, 2018): 519–21. http://dx.doi.org/10.1007/s11159-018-9702-5.

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Williard, David. "Product Review: Challenging the Professionalization of Adult Education: John Obliger and Contradictions in Modern Practice." Adult Learning 21, no. 3-4 (June 2010): 45. http://dx.doi.org/10.1177/104515951002100308.

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14

Underwood, Thomas. "The Professionalization of Victim Assistance: Implications for the Field of Victim Assistance and Adult Education." Journal of Continuing Higher Education 50, no. 2 (April 2002): 38–49. http://dx.doi.org/10.1080/07377363.2002.10846678.

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15

Trakšelys, Kęstutis, and Rūta Marija Andriekienė. "Andragogue Roles Expression Modern Society." Pedagogika 123, no. 3 (September 2, 2016): 67–85. http://dx.doi.org/10.15823/p.2016.34.

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The article reveals and analyzes the heterogenic roles of andragogues in the nowadays changing adult education reality. Today we can meet the elements of andragogue’s activities in various sectors and social fields: vocational education and training, continuing vocational training, professional and social integration, institutions and organisations providing in-service training for staff, adult education, various administrative structures, associations, leisure clubs, health education, social work, colleges, universities, institutions that are dealing with informally or non-formally acquired learning outcomes validation, providing counselling or information services, etc. Thus, the andragogue’s profession is not legitimized yet and there is no andragogue’s position, we have to discuss the roles that are really performed and their expression in other positions. The article consists of two chapters. The Chapter One analyzes various roles realized by andragogue: andragogue lecturer, organizer, analyst, counsellor, and tutor. There are efforts based on scientific literature analysis and praxeological andragogues’ activities investigations in order to justify the roles performed by andragogue. The Chapter Two is dedicated to the real expression of the andragogue’s performance roles in different positions of adult education actor. It is assumed that this factor makes andragogues’ professionalization more difficult, there is a need to legitimize the profession.

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Thompson, Melody M., and Fred M. Schied. "Neither Polemical nor Visionary: Language, Professionalization, and the Representation of Women in the Journals of Adult Education, 1929-1960." Adult Education Quarterly 46, no. 3 (May 1996): 123–41. http://dx.doi.org/10.1177/074171369604600301.

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Wagner, Josefine. "“Weakness of the Soul:” The Special Education Tradition at the Intersection of Eugenic Discourses, Race Hygiene and Education Policies." Conatus 4, no. 2 (December 31, 2019): 83. http://dx.doi.org/10.12681/cjp.21073.

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According to Vera Moser, the first professorship of healing pedagogy, Heilpädagogik at the University of Zürich in 1931, established pedagogy of the disabled as an academic discipline. Through the definition of the smallest common denominator for all disabilities, which Heinrich Hanselmann called “weakness of the soul,” a connecting element of “imbecility, deaf-mutism, blindness, neglect and idiocy” was established. Under Nazi rule, school pedagogy advanced to völkisch, nationalist special pedagogy, shifting from the category of “innate imbecility” to a broader concept of disability. As an outcome of these programs and policies, 300,000 people with disabilities were killed as a part of the “T4 Aktion.” Within just a few decades after World War II, special pedagogy expanded its sphere of influence through professionalization and institutionalization in West and East Germany and across Europe. This paper explores how special pedagogy aligned itself with the Nazi regime’s discourse and policy on eugenics and race hygiene, leading to the murder and mass sterilization of “disabled” children and adults. It probes questions regarding the extent to which the professionalization of special pedagogy has drawn from the Nazi-era terminology of the deficient and foreign to legitimate the contemporary migrant bias in German and Austrian special pedagogical care.

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18

Frič, Pavol, and Martin Vávra. "Czech civil sector face-to-face with freelance activism." International Journal of Sociology and Social Policy 36, no. 11/12 (October 10, 2016): 774–91. http://dx.doi.org/10.1108/ijssp-12-2015-0142.

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Purpose The purpose of this paper is to answer following question: what is the relationship between member activism performed through civil society organizations (CSOs) and individualized freelance activism (in form of online activism, everyday making, political consumerism or checkbook activism) independent of organizational framework? Is it a relationship of mutual competition or support? Design/methodology/approach Analysis is carried out on data from 2009 questionnaire-based survey on volunteering, representative for adult Czech population. The data set allowed the authors to relate member activism with freelance activism and in case of member activism distinguish the type of organization and the level of its professionalization. Findings Dominant pattern the authors identified in data is mutual support of both types of volunteering documented by significant overlap of these forms of public engagement. The most striking is the overlap for active members of new advocacy NGOs and the weakest for traditional clubs. Regression analysis shows that on an individual level “mixed activism” (compared with “pure freelance activism”) is linked with higher education and higher confidence in civic organizations. Originality/value The civil practice of individualized freelance activism was described and analysed by various authors as an activity of specific types of activist, but there has not yet been any research giving reflection on such a large scale of freelance activism types as in the analysis. The authors set them together in contrast to the member (collective, organized) form of civic activism and also took into account the influence of professionalization and type of CSOs.

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Mandell, Alan, and Xenia Coulter. "Book Review: Grace, A. P., Rocco, T. S., and Associates. (2009). Challenging the Professionalization of Adult Education: John Ohliger and Contradictions in Modern Practice. San Francisco, CA: Jossey-Bass." Adult Education Quarterly 61, no. 1 (January 6, 2011): 95–97. http://dx.doi.org/10.1177/0741713610389783.

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20

Kicherova, Marina N., and Galina Z. Efimova. "The Impact of Non-Formal Education on Human Capital: A Generational Approach." Integration of Education 24, no. 2 (June 30, 2020): 316–38. http://dx.doi.org/10.15507/1991-9468.099.024.202002.316-338.

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Introduction. The update rate of information and the scope of social transformations became a trend of modern life. To remain competitive, a person needs to foster his/her competencies and skills. Non-formal education is becoming the most mobile way to solve the tasks, allowing to quickly acquire relevant knowledge and experience. Research interest is focused on the impact of non-formal education on the formation and development of the human capital. The purpose of the article is to study the involvement of representatives of various generations in a non-formal education. Materials and Methods. The research draws on the methodology of the in-depth interview interpretation analysis. The data was obtained using the focus group method: a series of 27 group interviews, 9 for each age category (youth, mature and older). The focus groups included 253 people – residents of Tyumen, Tobolsk, Ishim, and settlements in the South of the Tyumen region. Results. The possibilities of non-formal education in the process of accumulation and realization of human capital were revealed. The analysis of the practices of youth, adult and older generation’s non-formal education was carried out. Based on the study of generational theories, the educational attitudes of various age groups and the needs for non-formal learningwere analyzed. Based on the analysis of the intensity of educational practices, three types of actors were identified depending on their involvement in non-formal education: the active type “eternal student”, the moderate type “situational student” and the passive type “indifferent student”, which were found in representatives of different generations. The authors identified the following things that motivate and demotivate people to receive non-formal education: operational updating of competencies, fostering of personal and professional skills for a specific professional position, reducing the qualification gap. Analysing the non-formal educational practices of youth, adults, and the older generation, the authors found that non-formal education significantly affects the dynamics of professionalization, the nature of social and labour transfers. Discussion and Conclusion. The results of the study will aid in sizing the impact of non-formal education on human capital in terms of the generational approach. The materials of the article are useful for building an educational ecosystem at the regional and national level and for practical application in the development and adjustment of strategies for working with people of different age groups.

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Roebben, Bert. "Young Adults on the Crossroads between Professionalization and Spirituality: Roman Catholic Theology and the Education of Teachers in Religion in Western Europe." Journal of Adult Theological Education 6, no. 1 (June 20, 2009): 55–68. http://dx.doi.org/10.1558/jate.v6i1.55.

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22

Yashchuk, Sergiy. "Organizing the Education Process in France: The Experience of Regional Institute of Social Work Aquitaine, Bordeaux." Comparative Professional Pedagogy 9, no. 1 (March 1, 2019): 81–87. http://dx.doi.org/10.2478/rpp-2019-0010.

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AbstractThe article analyzes the stages of organizing the education process in social schools in France based on the example of Regional Institute of Social Work Aquitaine, Bordeaux. It is found that the Institute pays specific attention to the basic courses: professionalization and methodology; social and solidarity economy; professional approach to service; social connections and exclusion; legal approaches; project development and management; sociology of education; human development; psychopedagogy of animation project; family law; social protection and social security; research methodology; legal approach to information management for the EU countries; humour and pedagogy; oral communication and education; anthropology of education; education and philosophy, the views on the education process: family education; mental disability: history and current events; self-study and lifelong learning; psychology of education: theoretical principles, methods, educational and social practices. It is clarified that the main characteristic of social careers in France, regardless of specialization, is the ability to provide permissive and appropriate mediation between the individual, family and society, state and social structures; to act as a partner, linking the personality and society, children and adults, family and society. It is justified that there is no distinction between “social worker” and “social educator” in France. French specialists consider social work to be “personal support services for people”, which is based on certain sciences (law, psychology, sociology) and accumulated experience of practical sociopsychological, health-improving, rehabilitational and therapeutic support of the individual.

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Zlotnikova, Tanjana S., and Svetlana V. Girshon. "Amateur theaters: soviet past and current practices." Yaroslavl Pedagogical Bulletin 1, no. 118 (2021): 202–9. http://dx.doi.org/10.20323/1813-145x-2021-1-118-202-209.

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This work offers an overview of sources devoted to amateur theater as a socio-cultural phenomenon that existed on the territory of the Soviet state and in post-Soviet Russia. Since amateur theater as a socio-cultural phenomenon has a complex nature, it is advisable to apply an interdisciplinary approach to the study of its activities. The activities of amateur theaters are considered in historical, cultural and sociocultural contexts. The authors consider the sociological, pedagogical, organizational aspects of the activities of amateur theaters, as well as their contribution to the culturalpractices of the regions. Throughout the existence of the Soviet state, amateur theaters were considered as means of propaganda and education of amateur artists and their audiences in the spirit of Soviet ideology. Unlike professional theaters, amateur groups in the 60s instantly reacted to a change in ideological paradigms, asked sharp, uncomfortable questions, and reflected an active civic position. The thaw period was marked by the creative heyday of amateur studio theaters, which ended in clashes with Soviet censorship. In the 90s, after the Soviet dissolution and the abolition of the leading role of the CPSU in the life of the state, amateur groups entered the period of experiments both organizationally and aesthetically. A certain boundary of this period was the professionalization of some amateur groups and the cessation of the activities of others. The authors consider the cultural practices of amateur theaters since the 2000s, when the process of transferring part of amateur groups from departmental subordination to municipal was completed. Attention is also given to the conditions for the existence of amateur theaters in the Yaroslavl region nowadays. Amateur theaters position themselves mainly as a way of organizing active creative leisure of the adult population. The pedagogical component in their activities has an insignificant part, the repertoire is entertaining in nature. In the presence of two or three groups known outside the region, the main part of amateur theaters in the Yaroslavl region carry out a cultural and educational function in small settlements where there is no professional theater

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Warden, Joan C. "Professionalization, education, and commitment." Geriatric Nursing 14, no. 1 (January 1993): 6. http://dx.doi.org/10.1016/s0197-4572(06)80068-6.

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Goncharuk, Nataliia, Oxana Orhiiets, and Leonid Prokopenko. "FORMATION AND DEVELOPMENT OF THE SYSTEM OF PROFESSIONAL TRAINING OF PUBLIC SERVANTS IN UKRAINE: ORGANIZATIONAL, LEGAL, AND ECONOMIC ASPECTS." Baltic Journal of Economic Studies 7, no. 1 (January 22, 2021): 39–46. http://dx.doi.org/10.30525/2256-0742/2021-7-1-39-46.

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The subject of the research is the formation and development of the system of professional training of public servants in Ukraine. The relevance of this study is due to the fact that one of the most important tasks of the development of the public service institute in modern conditions is its professionalization, which is carried out primarily through the system of professional training of public servants. Methodology. The paper uses a historical approach, which has made it possible to study the process of formation and development of the system of professional training of public servants in Ukraine. Based on the method of systemic analysis, the current system of professional training of civil servants in Ukraine, its legal framework and strategic priorities for its reform are considered. Results. The purpose of the article is to analyze the process of formation and development of the system of professional training of public servants and ways to increase its efficiency in Ukraine in modern conditions. To achieve this goal, the following research objectives are set: to consider the evolution of the system of professional training of public servants in Ukraine; to analyze the development of the system of professional training of public servants in independent Ukraine; to determine the main directions of its reform in the modern conditions of state formation. The main stages of formation and development of the system of professional training of public servants in Ukraine are justified. The organizational, legal, and economic aspects of formation and development of the system of professional training of public servants in Ukraine, as well as regulatory bases of formation and development of competence of public servants are analyzed. It is established that its financial and resource provision is important for the development of the system of professional training of public servants. Emphasis is placed on the need for continuous professional training of civil servants for their mobility, prompt and effective response to societal challenges in a paradigm of public administration, local government reform and decentralization of power in Ukraine through the development of formal, non-formal and informal education. It is concluded that ensuring the effective operation of public servants directly depends on increasing the level of their competence through professional training. The strategic principles of development of the system of professional training of civil servants are analyzed and the ways of increasing the efficiency of the existing system of professional training of civil servants, heads of local state administrations, their first deputies and deputies, local self-government officials, and deputies of local councils are determined, and the new model of the system of professional education of public servants, which based on European principles and standards for the development of adult education for life, are proposed.

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Kwong, Julia, and Caroline Cheng. "Social Work Education and Professionalization." Chinese Education & Society 46, no. 6 (November 2013): 3–6. http://dx.doi.org/10.2753/ced1061-1932460600.

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De la Rosa Acosta, Bernardo. "Social education and pedagogical professionalization." Educar 9 (February 1, 1986): 99. http://dx.doi.org/10.5565/rev/educar.476.

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Khasanova, I. I., and S. S. Kotova. "PSYCHOLOGICAL READINESS OF SECONDARY VOCATIONAL EDUCATION TEACHERS FOR MASTERING NEW ACTIVITIES IN THE CONTEXT OF PROFESSIONAL REORIENTATION." Education and science journal 20, no. 7 (September 17, 2018): 147–67. http://dx.doi.org/10.17853/1994-5639-2018-7-147-167.

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Introduction. In the context of fundamental changes which have occurred in the last decades in the world of professions and transition from monoprofessionalism to poly-professionalism, a modern man needs to have an ability to freely navigate the modern labour market, to quickly diversify contents and quality of the professional activity, and, if thought appropriate, to change an occupation without difficulty. Nowadays, the requirements for the teachers of vocational training are designed in a completely different way to provide high-quality lifelong learning.The aimof the research is to reveal the psychological readiness of teachers of vocational school for the development of new types of learning activities in the conditions of a professional reorientation.Methodology and research methods. The methodological framework of the present research is based on conceptual provisions of the personal-focused, subject, competency-based and system approaches to vocational education, as well as theories of the psychology of abilities and organization of continuing the professional education of adults. General scientific methods such as analysis, synthesis, specification and generalization were applied. Techniques of psychological and pedagogical observation and questionnaire were used at the diagnostic phase of the study as the leading ones.Results and scientific novelty. The concepts of “professionalization”, “professional self-determination”, “transprofessional competencies” and “psycho-pedagogical assistance” are clarified. It is stated that under the increasingly complex socio-cultural and professional environment there is the need for pedagogical personnel capable to carry out continuing training and retraining of mid-level professionals for the real sector of the economy and the social sphere in compliance with the international standards and advanced technologies. Based on the content of scientific sources, a list of systematically important transprofessional competencies to provide psychological readiness of teachers of vocational school for new kinds of activities is drawn up. Results of a diagnostic questioning are described; the respondents were teachers and employees of methodical offices of vocational-oriented education of various colleges of Yekaterinburg and Novouralsk who do not have a basic pedagogical education. Using the processing of the obtained data, it is established that teachers, on the one hand, understand the essence and objectives of their work; on the other, they can not independently respond to their personal needs to reevaluate own professional position due to the use of outdated methods and stereotypic ways of training. Conclusions are drawn that most of the interviewed teachers have no ability to conduct overtime professional activity that enables to carry a standard teaching load; a considerable part of teachers need acquisition of additional pedagogical and transprofessional competencies.The authors outlined the proposal to develop a combinatory technology of psycho-pedagogical support for teachers of vocational schools to improve the current situation. The functionality of this technology, its tasks, structural components, possible methods and estimated effects of its implementation in practice of the SPE (Secondary Professional Education) system are noted.Practical significance. The materials of the present paper can be useful for managerial staff, psychologists and training specialists of the SPE system who are engaged in the issues of teacher professional development.

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Smékalová, Lucie, and Naděžda Špatenková. "Professionalization and Professional Development of Senior Education Lecturers." Lifelong Learning 4, no. 2 (2014): 79–93. http://dx.doi.org/10.11118/lifele2014040279.

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Senior education is in many ways very specific. The issue of professionalization and professional development of senior education lecturers still remains neglected. Can really everyone educate the target group of seniors? The aim of this paper is to reflect on the issue of professionalization of senior education lecturers, to describe the basic specifics of senior education and to introduce competency model as a tool for professionalization of the senior education lecturers.

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Wardoyo, Cipto, Aulia Herdiani, Nurdian Susilowati, and Muhammad Syahril Harahap. "Professionalism and professionalization of early stage teachers in higher education." Journal of Applied Research in Higher Education 12, no. 5 (February 25, 2020): 1175–87. http://dx.doi.org/10.1108/jarhe-04-2019-0100.

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PurposeThe aim of the study is to test whether an increase in professionalism has a reciprocal relationship with the professionalization of early-stage lecturers.Design/methodology/approachResearch with the topic of professionalism and professionalization of educators does not consider the reciprocal relationship. Most research only test the one-way relationship between professionalism and professionalization as the consequence of the application of government policies on colleges. Analysis in this research was carried out on the perspectives of early-stage lecturers on professionalism and professionalization, each conducted reciprocally for period tn from tn−1.FindingsIn the initial period of the profession, lecturers will tend to work hard to increase the competence and income they possess. The achieved increase in competence is based on the demand to develop professionalism, while the increase in income is based more on the demands of individual needs. In general, an increase in the professionalism of lecturers will be followed by an increase in income (professionalization). However, at some point, this increase in professionalism will experience stagnation, although the professionalization they possess continues to increase.Research limitations/implicationsThe data of material used in this research only consist of estimated figures from each respondent, while the components of appreciation for lecturers may vary depending on their respective institutions.Originality/valuePrevious studies have extensively observed the determinants of teachers’ professionalism and professionalization; however, how professionalism and professionalization reciprocally influence each other in terms of career periods has not been taken into account.

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31

Gorzelsky, Gwen. "Reshaping Professionalization." College Composition and Communication 52, no. 2 (December 2000): 273. http://dx.doi.org/10.2307/358497.

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32

Connelly, Mary Ellen. "Professionalization and Change in Art Education." Marilyn Zurmuehlen Working Papers in Art Education 6, no. 1 (1987): 45–49. http://dx.doi.org/10.17077/2326-7070.1152.

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33

Schiff, Alvin I. "Toward the Professionalization of Jewish Education." Journal of Jewish Education 62, no. 1 (January 1996): 2–3. http://dx.doi.org/10.1080/15244119608548992.

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Nicolete, Jamilly Nicácio, and Jane Soares de Almeida. "Women and education: Normalization and professionalization." Policy Futures in Education 16, no. 5 (July 25, 2017): 576–88. http://dx.doi.org/10.1177/1478210317715817.

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In this article, in a historical perspective, the authors discuss the symbolization of the female figure in the social imaginary in relation to a teaching career, based on the practices of teacher training, professionalization and co-education,. Since colonial times, the education of females in Brazil has always been permeated with expectations about domestic duties being women’s main role. The opening of the possibility of entering a paid profession that was in harmony with this role made the teaching profession the vocational path of women in education from the outset. The subordination of the female sex to the male sex is another mechanism of social control between the sexes, which also means a relation of power. Power aims, above all, to regulate habits and customs and to sanitize and moralize behaviours. As a consequence, it induces full compliance with the legal, social and religious precepts. This ideal retains the privileges of the minority group, whether in terms of social class or sex.

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Hofman, Roelande H., and Bernadette J. Dijkstra. "Effective teacher professionalization in networks?" Teaching and Teacher Education 26, no. 4 (May 2010): 1031–40. http://dx.doi.org/10.1016/j.tate.2009.10.046.

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Lamm, Kevan, Alexa Lamm, Kristin Davis, Jyothi Swaroop, and Leslie Edgar. "Identifying Capacities an Extension Network May Need to Effectively Support the Professionalization of Extension Providers." Journal of International Agricultural and Extension Education 27, no. 2 (April 15, 2020): 91–107. http://dx.doi.org/10.5191/jiaee.2020.27291.

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Professionalization is a critical component of organizational capacity and productivity. Yet, rural advisory service (RAS) providers who are charged with disseminating research-driven techniques and ideas that enhance agricultural production and addressing local stakeholder needs are often overlooked in this area. One of the critical disconnects is the lack of consistent capacities for RAS networks to effectively support the professionalization of RAS providers. Based on a framework analyzing the typical milestones associated with professionalization efforts, capacity building, and social capital the study provides insights into the support mechanism needed for professionalization. Specifically, a Delphi a panel of 31 experts from 24 countries arrived at consensus on 33 specific capacities a RAS network may need to effectively support the professionalization of RAS providers. The results of the research provide a practical framework for RAS networks to consider from a professionalization and capacity building perspective. Keywords: professionalization, delphi, evaluation, capacity assessment, extension, network

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Schuepbach, Marianne. "Extended Education: Professionalization and Professionalism of Staff." International Journal for Research on Extended Education 4, no. 1 (August 15, 2016): 5–8. http://dx.doi.org/10.3224/ijree.v4i1.24772.

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Truntsevskiy, Yuriy V. "On the Professionalization of Anti-Corruption Education." Legal education and science 4 (April 22, 2020): 22–29. http://dx.doi.org/10.18572/1813-1190-2020-4-22-29.

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Cervero, Ronald M. "Professionalization as an issue for continuing education." New Directions for Adult and Continuing Education 1987, no. 36 (1987): 67–78. http://dx.doi.org/10.1002/ace.36719873608.

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Vivas, Amparo Jimenez, and David Menendez Alvarez Hevia. "Professionalization in Universities and European Convergence." Higher Education in Europe 34, no. 3-4 (October 2009): 399–409. http://dx.doi.org/10.1080/03797720903356552.

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Maeroff, Gene I. "Teacher Empowerment: a Step Toward Professionalization." NASSP Bulletin 72, no. 511 (November 1988): 52–60. http://dx.doi.org/10.1177/019263658807251113.

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Galantucci, Ellen G., and Erin Marie-Sergison Krcatovich. "Exploring Academia: Professionalization and Undergraduate Collaboration." New Directions for Teaching and Learning 2016, no. 148 (December 2016): 65–74. http://dx.doi.org/10.1002/tl.20210.

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Cwiak, JD, PhD, Carol L. "Framing higher education and disciplinary efforts through a professionalization lens." Journal of Emergency Management 17, no. 1 (January 1, 2019): 61. http://dx.doi.org/10.5055/jem.2019.0398.

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This article examines the characteristics of a profession, the role of the higher education community and emerging discipline in the emergency management professionalization process, and analysis of the FEMA Higher Education Program’s focus group efforts in support of the argument that successful professionalization efforts are necessarily dependent on emergency management higher education, an established emergency management academic discipline, and a robust body of knowledge.

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Penn, Roger, and Mary Kiddy. "Impresa sociale e assistenza sanitaria nella Gran Bretagna contemporanea: una nuova prospettiva?" SOCIOLOGIA DEL LAVORO, no. 113 (July 2009): 109–23. http://dx.doi.org/10.3280/sl2009-113010.

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- The difficult professionalization for the jobs related to the services to the person The authors divide their reflections on the process of professionalization into two parts: the first one identifies the activities carried out by employees who work in the field of the services to the person, the grouping of these activities into structured professions, the characteristics of the employees; the second part focuses on the difficult professionalization process for such activities. The people working in this services sector generally possess low qualifications and therefore the challenge of their professionalization is real. The second part of the essay examines the relationship between education and occupation and analyzes the opportunities for and obstacles to the professionalization through education.

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Olorunfemi, Oluwasogo David, and Oladimeji Idowu Oladele. "Knowledge of Extension Agents regarding Professionalization of Extension Services: Evidence from South West Nigeria." Journal of International Agricultural and Extension Education 25, no. 3 (December 15, 2018): 33–50. http://dx.doi.org/10.5191/jiaee.2018.25303.

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The study examined the knowledge of agriculture extension agents on professionalization in South West Nigeria. This was borne out of the need to improve and ensure a viable, effective and vibrant extension and advisory service delivery in the area. 301 public and 55 private extension agents were selected through a two-staged sampling procedure. A questionnaire was used to obtain data on their socio-economic characteristics, knowledge on professionalization and its components, these being analyzed using descriptive, t-test and tobit regression analyses. The results showed that the agricultural agents in the public and private extension organizations had a basic knowledge on the concept of professionalization and its components of accreditation, registration and certification. However, disparities in the level of knowledge between the public and private extension personnel were observed. The findings indicated that their educational level and background were significant influencing factors of knowledge on professionalization. The study has implications for educating and training agricultural extension agents on professionalization. Seminars and workshops should be held specifically for the public extension agencies, to upgrade their knowledge and capacity on the concept, intricacies and potential benefits of professionalization on service delivery. This will help assist the institutionalization of professionalization in the agricultural extension sector and enhance competent, accountable and effective extension and advisory services delivery.

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Nayar, Kavita Ilona. "Working it: the professionalization of amateurism in digital adult entertainment." Feminist Media Studies 17, no. 3 (March 28, 2017): 473–88. http://dx.doi.org/10.1080/14680777.2017.1303622.

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Ambrosie, Frank, and Paul W. Haley. "The Changing School Climate And Teacher Professionalization." NASSP Bulletin 72, no. 504 (January 1988): 82–89. http://dx.doi.org/10.1177/019263658807250416.

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Morris, Paul. "Bureaucracy, professionalization and school centred innovation strategies." International Review of Education 36, no. 1 (March 1990): 21–41. http://dx.doi.org/10.1007/bf01874975.

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Penteado, Regina Zanella, and Samuel Souza Neto. "A docência como profissão: O portfólio como dispositivo e política de formação docente no estágio supervisionado em educação física." education policy analysis archives 29 (June 14, 2021): 83. http://dx.doi.org/10.14507/epaa.29.6147.

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The goal of this article is to analyze if the portfolio in teacher education policies and in the Supervised Internship (SI) in Physical Education (PE) constitutes a formative device and to contributes to the professionalization of teaching. This qualitative, documentary research used content analysis of Curriculum Guidelines for Teacher Education and 12 portfolios produced by PE interns from a public university in Brazil. The results integrate narratives of the interns' portfolios, identified by axes: diagnostic evaluation and teaching learning. Policies are interpreted with attention to the portfolio that was treated as a technical artifact of controlled rational activity (tensioning the notion of professionalization). We concluded that the use of portfolios expanded and differed from that foreseen by the literature and the current teacher education policy. Portfolio in SI in PE emerges as a possible open and flexible training device, which is consistent with the professionalization of teaching.

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Gura, Radovan, and Mária Rošteková. "French model of higher education professionalization in Slovakia." Politické vedy 21, no. 3 (September 16, 2018): 236–44. http://dx.doi.org/10.24040/politickevedy.2018.21.3.236-244.

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