Konceptualizace profesionality u vzdělavatelů dospělých

Similarly to other occupational fields, professionalism in adult education is being affected by rapid socio-political changes; dissimilarly, however, unfolding the concept of professionalism in adult education is more complex due to the vastness of the field itself and its pecualiar features. This contribution revisits traditional models of professionalism through the glasses of a ‘role-professionalism’ perspective. In doing so, the authors’ main argument is that it is not appropriate to conceptualise adult education as one profession or as one professional field tout court. There exist several occupations in the field of adult education that position themselves along a continuum. Consequently the authors suggest that professionalization among adult education practitioners should be assessed in light of the knowledge about adult learning theories practitioners possess, the ethical epistemology that guides their behaviour and the degree of trust by the adult learners, rather than a restrictive view on the specific occupation they hold.