The Preparation and Professionalization of Adult Educators: The Debate Continues
Location
Higher Education 2 (Session 3 Breakouts)
Proposal Track
Research Project
Session Format
Presentation
Abstract
The Preparation and Professionalization of Adult Educators: The Debate Continues
Since ancient times, countless generations of experts have continued to pass on their specialized knowledge and skills to new adult learners or apprentices. According to Malcom Knowles (2015), who is considered the father of andragogy, or adult learning, the field of adult education has largely lacked cohesion and standardization.
Leaders in the field of adult education do not always agree on the path for the future. Some, such as John Ohlinger (Grace, et al 2009) question whether or not the field even needs standards, noting that professionalization would interfere with adults’ freedom and choice to learn. Others, including S. B. Merriman and R. G. Brocket (2007) stress the importance of strengthening the connection between scholarship and practice.
The purpose of this study is to explore how the history of adult education shapes and informs the future of adult education. Adult learners are lifelong learners and the contexts in which they learn are diverse and many.
The theoretical framework for this study is Mezirow’s transformative learning which impels adults to understand the world in ways that take into account their unique experiences (Erickson, 2007).
Key Words: adult learning, professionalization, transformational learning
Keywords
adult learning, professionalization, transformational learning
Professional Bio
Dianne Ford Lawton, Ed.D. is an Assistant Professor and Associate Chair of the Department of Leadership and Lifelong Learning at Troy University. She earned her Ed.D. at Valdosta State University.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Lawton, Dianne F., "The Preparation and Professionalization of Adult Educators: The Debate Continues" (2020). Georgia Educational Research Association Conference. 42.
https://digitalcommons.georgiasouthern.edu/gera/2020/2020/42
The Preparation and Professionalization of Adult Educators: The Debate Continues
Higher Education 2 (Session 3 Breakouts)
The Preparation and Professionalization of Adult Educators: The Debate Continues
Since ancient times, countless generations of experts have continued to pass on their specialized knowledge and skills to new adult learners or apprentices. According to Malcom Knowles (2015), who is considered the father of andragogy, or adult learning, the field of adult education has largely lacked cohesion and standardization.
Leaders in the field of adult education do not always agree on the path for the future. Some, such as John Ohlinger (Grace, et al 2009) question whether or not the field even needs standards, noting that professionalization would interfere with adults’ freedom and choice to learn. Others, including S. B. Merriman and R. G. Brocket (2007) stress the importance of strengthening the connection between scholarship and practice.
The purpose of this study is to explore how the history of adult education shapes and informs the future of adult education. Adult learners are lifelong learners and the contexts in which they learn are diverse and many.
The theoretical framework for this study is Mezirow’s transformative learning which impels adults to understand the world in ways that take into account their unique experiences (Erickson, 2007).
Key Words: adult learning, professionalization, transformational learning
