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Preparation and Professionalization of Adult Educators

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Preparation and Professionalization of Adult Educators

Introduction
Over half a century has passed since the procedure of professionalization first became an

issue in adult education and learning. The different facets of professionalism have been the topic

of extensive initiatives, encompassing forums, publication issues, theoretical, and practical

research. These issues focus on the numerous aspects of an adult educator's career and define its

essential components, such as its responsibilities, functions, and core competencies. These skills

are associated with the professional domains of sociology (profession), philosophy/ethics

(professionalism), and education (professionalization). Numerous eras of researchers have been

passing down their skills and expertise to new generations of learners.

External factors, personal life experiences, knowledge, and skill elements all contribute to

an adult educator's level of professionalism. Instructor certification standards, school structures,

job duties, and working conditions are all examples of external variables. Personal qualities such

as skills, character, and motivation play a key role as well. Knowledge and skills necessitate

participation and applying one's ability in light of current demands and conditions. That is why it

is essential to set up a structure that allows instructors to get the credentials they need to teach

adults.

Statistical Trends
Nontraditional learners are increasing in various settings, including job environments,

online courses, and in-person schools (Hunter-Johnson, 2017). Nontraditional adult students

benefit significantly from learner-informed program assessments. The study of how usable

online courses are has become popular recently (Lawton, 2020). Since the technical skills of

adult learners and the technologies used in various forms of digital education may vary,
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understanding what students desire from online courses and ways to accommodate them is

especially important.

There has been a growth in the number of assessment efforts made in adult educational

initiatives. Criteria for evaluating and measuring quality in adult education have been studied. To

verify that the applicable teaching strategies, projects, and encounters satisfy the needs and

desires of the adult students, it is the facilitator's perspective that tracking interactions in an adult

educational context is vital. Using formative assessments, trainers can learn when their course is

genuinely helpful to their adult participants (Lawton, 2020).

One strategy includes dividing each formative assessment into three phases: quick,

intermediate, and extensive. Adult students bring a wealth of life experience and information to

the classroom (Ovesni, 2018). Educators should use a student-focused strategy that considers and

gives weight to students' perspectives, requirements, encounters, and desires (Smith, 2017). This

change alone will increase the diversity of the adult education environment. Adults are more

likely to accept full accountability for their learning, value constructive criticism, and seek

immediate comments on their work.

A Law Concerning Adult Education

The Adult Education and Family Literacy Act (AEFLA) aims to fund activities that teach

individuals the literacy capabilities they need to succeed in the workplace, at home, and in their

communities (Mubayrik, 2020). State adult educational services primarily rely on federal

financing made available via AEFLA. The Division of Adult Education and Literacy (DAEL) of

the Office of Career, Technical, and Adult Education (OCTAE) manages AEFLA (Ovesni,

2018). The goal of the AEFLA's fundamental state grant scheme is to help adults become
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knowledgeable and gain the skills they need to find and keep a job and become economically

independent; help adults residing as parents or relatives become educated and skilled enough to

become active participants in educating their kids; and contribute to long-term enhancements in

the household's financial stability (Lawton, 2020).

Empirical Research

Most academic investigations of professionalism have narrowed their focus to one or two

aspects, often those related to professional abilities, while ignoring professionalism's defining

trait: professional conduct (Eidoo, 2022). Such approaches in studies on professionalism have

resulted in undesirable simplifications due to the omission of crucial qualities of the career,

which characterize it as employment and relocate it to an inferior stage during

professionalization (Ovesni, 2018).

Researchers have seen the path to AEL professionalism as an evolutionary process, with

knowledge-related and context-related aspects playing significant roles (Eidoo, 2022). The

previous decade's worth of research on professionalization as a whole has highlighted the unique

duties and responsibilities of adult educators and the importance of providing them with a broad,

focused, and scientifically grounded formal education (Lawton, 2020). Furthermore, these

investigations have suggested that advancement in the realm of AEL is a continuous process, that

a uniform assessment of job outcomes is required, that professional growth is best achieved via

strategies established by specialized organizations, that an established career advancement

framework is essential, and that professionals benefit from the independence that comes with

societal acceptance of a profession (Jakimiuk, 2020).

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Only a few jurisdictions have established formal organizations to build an industry-

specific code of ethics, licensure, and accreditation (Jakimiuk, 2020). The continual tracking and

investigation of the professionalization course in the area of AEL in the United States might

consequently lead the industry to greater degrees professionally - to enhancements in the

standards and accomplishments in the field (Eidoo, 2022). Conceptual advances and more

practical investigations may eventually stem from new studies using an alternative experimental

strategy.

It is essential to design and execute acceptable educational requirements and legislative

remedies (Eidoo, 2022). This would allow for the adult educator field to become more

standardized. Lifelong learning is essential to being a competent educator because it allows for

adapting curriculum and pedagogy over time, ultimately leading to higher standards for student

learning. Discussions about adult teachers' competence highlight the complexities of the

problems. Theorists and professionals involved in practices of continuous education, as well as

policymakers who make choices on teacher qualification requirements, continue to find this

problem challenging. Teachers and adults have a right to ongoing education and professional

growth that helps them meet the challenges of a constantly evolving field (Jakimiuk, 2020).

Consequences
It is vital to talk about the preparation and professionalization of teachers of adults in the

context of the adult instruction process. Non-management of this issue may result in significant

consequences for learners, facilitators, providers, and society. Learners manifest a wide range of

effects (Eidoo, 2022). Inappropriately trained adult educators need help with adequately passing

on knowledge and skills. These conditions will interfere with learners' education and limit their

opportunities for individual and career development (Lawton, 2020). Professionalism could also
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be absent, making quality learning challenging to access as different teachers offer varied

learning.

Adult learners may have specific needs that individuals will find difficult to

accommodate without proper preparation and professional instruction. This may negatively

impact their job satisfaction, competence, and retention. The possible consequences of poor

preparation among adult educators include diminished program quality and undesirable

outcomes for adult course providers (Mubayrik, 2020). This will discourage prospective learners

and limit the general impact of adult education on social development. Professionalizing adult

learning will help collective movement on economic and social fronts since it limits adult

learners' ability to contribute to the workforce and beyond (Jakimiuk, 2020). This may lead to the

prolongation of schooling inequalities that exacerbate socioeconomic disparity.

The problem of professionalization in adult education and training is complex. There is a

need for a structured framework to aid in the professional development of adult educators due to

the many elements (external, personal, knowledge, and skill-based) that affect their

professionalism. Trends in adult education statistics highlight the expanding significance of

program assessments, especially for atypical adult students. The changing climate of evaluating

adult education shows that the learners' experiences, needs, and expectations take precedence

through a focus on student-centered approaches, instant feedback, and critical assessments. To

further social and economic development, addressing the professionalization of adult education

is essential.

In the initial phase, the study delved into the professionalization of adult educators,

spanning sociological, philosophical, and educational dimensions. It emphasized the impact of

external factors, personal experiences, and the interplay of knowledge and skills in shaping adult
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educators' professionalism. Statistical trends highlighted the rise of non-traditional learners,

necessitating adaptable program assessments, particularly in online education. The legal

framework, namely the Adult Education and Family Literacy Act (AEFLA), was explored for its

role in funding initiatives enhancing literacy for adult learners.

Moving to part two, the analysis adopts a dual approach, critically evaluating external

and personal factors influencing professionalization. It includes a comparative scrutiny of two

existing programs or policies, substantiated by empirical evidence from scholarly articles. The

synthesis of two theoretical viewpoints enriches the discourse, offering a holistic understanding

of the complexities surrounding adult educators' professionalization. This comprehensive

examination contributes to a nuanced perspective through practical program assessments,

empirical insights, and theoretical frameworks.

Approaches To The Issue

External factors wield substantial influence over the professionalization of adult

educators, as elucidated in the initial segment. Key advantages of external factors, such as

instructor certification standards and school structures, lie in their capacity to establish a

standardized framework for educators. This ensures a baseline proficiency level and fosters a

cohesive, quality-driven educational environment. However, a potential disadvantage arises

when rigid structures fail to adapt to the evolving needs of adult learners. A delicate balance is

required to preserve standardization while accommodating the dynamic nature of adult

education. Moreover, job duties and working conditions, while providing structure, can

inadvertently stifle creativity and innovation in pedagogical approaches. Striking the right

equilibrium is essential for external factors to catalyze rather than hinder the professionalization

of adult educators.
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Personal Life Experiences and Professionalization: Pros and Cons:

The diverse origins of adult educators show how personal life experiences shaped

professionalization. Adult educators improve the classroom with their unique viewpoints and

expertise. Life experience integration promotes a student-focused approach that values adult

learners' unique qualities. Conversely, personal prejudices or knowledge gaps might hamper

instructors' effectiveness. Leveraging life experiences and resolving limits must be balanced. To

overcome these disadvantages and make personal life experiences assets in adult educator

professionalization, the educational system must foster continued professional growth. Adult

educators may benefit and avoid errors by negotiating the complex relationship between

environmental and internal variables. This holistic strategy will contribute to adult education

professionalization debate by creating an atmosphere where external standards and personal

development benefit instructors and students.

Existing Programs or Policies and Articles

The Adult Education and Family Literacy Act (AEFLA) is a core program for addressing

the professionalization of adult educators. AEFLA was established to improve adult learners'

reading ability, and it plays a critical role in delivering federal funding for state adult educational

programs. The program's key goals include providing individuals with the skills needed for

workplace success, motivating parents to actively engage in their children's education, and

contributing to long-term gains in family financial stability. The success of AEFLA is

significant, as proven by its long-term influence on adult learners' reading levels and subsequent

workforce integration. However, obstacles remain, notably in ensuring fair access and meeting

the different requirements of adult learners. A complete review emphasizes the necessity for

continuing revisions to meet the changing environment of adult education, hence enhancing

AEFLA's efficacy in attaining its goals.

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Lifelong Learning Initiatives are another important initiative for adult educator

professionalization. Given the field's dynamic character, these programs help adult educators

improve professionally and educationally. The program's architecture comprises accessible

educational standards and legislative remedies to standardize adult education. Lifelong learning

promotes educator competence and allows them to modify curriculum and methodology. The

program has good vision, but it needs mass acceptance and constant execution to work.

Incentivizing educators and institutions to actively participate in continuous learning may be

difficult, but a comprehensive assessment should examine the program's effect on raising student

learning standards and professionalizing adult instructors.

The paper "Professionalization of Adult Education" is a landmark in our understanding of

adult educator professionalism. Professional behavior and particular professional qualities are

examined in a summary of major results. This paper uses a strong decadal review strategy for a

longitudinal viewpoint. Understanding the progress of adult education professionalization via

knowledge and context is made easier with this method. Although the essay provides significant

information, a critical review advises that a more detailed investigation of certain professional

behavior issues may improve it. The essay remains a foundation for comprehending adult

education's multidimensional professionalization (Avramovska & Czerwinski, 2022).

The essay "The professionalization of early childhood education, care educators and

pedagogical coordinators" is noteworthy in empirical research. The article's concise review of

major results emphasizes adult educators' particular tasks and obligations. The methodology

shows a strong study design that stresses adult educators' need for a comprehensive, targeted, and

scientifically based formal education. The essay indicates that specialized organizations' standard

evaluation of employment outcomes and professional development techniques are necessary for
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adult education and literacy (AEL) progress. The study offers interesting ideas, but a nuanced

criticism may examine the practical ramifications of the suggested professionalization measures

(Silva, 2019).

Synthesis of Theoretical Viewpoints

Social Cognitive Theory, proposed by Albert Bandura, posits that learning occurs

through observation and modeling. Core principles include self-efficacy, behavioral modeling,

and reciprocal determinism. Applied to professionalization, this theory underscores the

significance of role models and observational learning in shaping adult educators' professional

identity. By fostering self-efficacy through exposure to successful models, educators are more

likely to exhibit behaviors aligned with professional standards. Integration of Social Cognitive

Theory in professional development programs can facilitate the cultivation of desired

professional attributes through targeted modeling and mentorship (Schunk & DiBenedetto,

2020).

Transformational Leadership Theory, attributed to James V. Downton and later expanded

by James MacGregor Burns, emphasizes leaders' ability to inspire and motivate followers toward

collective goals. Core principles include idealized influence, inspirational motivation, intellectual

stimulation, and individualized consideration. Applied to professionalization, this theory

suggests that transformative leaders within educational institutions can play a pivotal role in

shaping the professional development of adult educators. By fostering a culture of innovation,

providing continuous support, and promoting intellectual growth, transformational leadership

contributes to the elevation of professional standards within the field of adult education

(Siangchokyoo et al, 2020).

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In conclusion, the exploration of external factors, personal experiences, programs,

articles, and theoretical viewpoints provides a nuanced understanding of adult educator

professionalization. Programs like AEFLA and Lifelong Learning Initiatives, empirical articles,

and theoretical frameworks such as Social Cognitive Theory and Transformational Leadership

Theory collectively underscore the need for a balanced, adaptive approach. This synthesis

implies that effective programs, evidence-based research, and transformative leadership are key

elements in elevating the professionalization of adult educators, consequently enhancing the

quality of adult education.

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References
Avramovska, M., & Czerwinski, T. (2022). Professionalization in Adult Education: Curriculum

Globale–The Global Curriculum for Teacher Training in Adult Learning and Education.

Adult Learning and Education in International Contexts: Future Challenges for its

Professionalization, 197.

Eidoo, S. (2022). The professionalization and training of adult educators in global citizenship

education for youth and adults. UNESCO Institute for Lifelong Learning.

https://www.uil.unesco.org/sites/default/files/medias/fichiers/2022/03/

professionalizationgced.pdf

Hunter-Johnson Y. (2017). Demystifying educational resilience: Barriers of Bahamian

nontraditional adult learners in higher education. The Journal of Continuing Higher

Education, 65(3), 175–186.

Jakimiuk, B. (2020, January 10). The Professionalization of Adult Educators: Some Implications

for Education and Training. ResearchGate; ResearchGate.

https://www.researchgate.net/publication/338503052_the_professionalization_of_adult_ed

ucators_some_implications_for_education_and_training

Lawton, D. F. (2020). The Preparation and Professionalization of Adult Educators: The Debate

Continues. Georgia Educational Research Association Conference (GERA).

https://digitalcommons.georgiasouthern.edu/gera/2020/2020/42/

Mubayrik, H. F. (2020). New trends in formative-summative evaluations for adult education.

Sage Open, 10(3), 2158244020941006. https://doi.org/10.1177/2158244020941006

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Ovesni, K. (2018). Professionalization in adult education and learning in the territory of Former

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Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory.

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Siangchokyoo, N., Klinger, R. L., & Campion, E. D. (2020). Follower transformation as the

linchpin of transformational leadership theory: A systematic review and future research

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Silva, C. (2019). The professionalization of early childhood education, care educators and

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Smith, S. P. (2017). Adult learners: Effective training methods. Professional safety, 62(12), 22–

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