Editorial: Professionalisation – the struggle within


  • Wolfgang Jütte Bielefeld University, Germany
  • Katherine Nicoll University of Stirling, UK
  • Henning Salling Olesen Roskilde University, Denmark




Not Available.


Metrics Loading ...


Buiskool, B.J., Lakerfeld, J. van & Broek, S. (2009). Educators at work in two sectors of adult and vocational education: an overview of two European research projects. European Journal of Education, 44(2) 145-162. doi: 10.1111/j.1465-3435.2009.01378.x

Dausien, B. & Schwendowius, D. (2009). Professionalisation in general adult education in Germany – an attempt to cut a path through a jungle. European Journal of Education, 44(2) 183-203. doi: 10.1111/j.1465-3435.2009.01387.x

EAEA (European Association for the Education of Adults) (2006). Adult education trends and issues in Europé. Commissioned report led by the European Association for the Education of Adults. Restricted tender number EAC/43/05. Brussels: European Commission. Retrieved March 28, 2011, from ec.europa.eu/education/pdf/doc268_en.pdf

Eraut, M. (1994). Developing Professional Knowledge and Competence. London: Falmer Press.

Eraut, M. (2000). Non-formal learning, implicit learning and tacit knowledge in professional work. In F. Coffield (Ed.), The necessity of informal learning (pp. 12-31). Bristol: Policy Press.

European Commission (2006). Communication from the Commission Adult Learning: It is never too late to learn. Brussels: European Commission.

European Journal of Education (2009). 44(2).

Eurydice (2007). NVAL in Europé, Executive Summary of National Information on Eurybase. Working Document. Retrieved March 28, 2011, from http://www.eurydice.org/ressources/eurydice/pdf/0_integral/083EN.pdf

Fragoso, A. & Guimãraes, P. (2010). Is there still a place for social emancipation in public policies? Envisioning the future of adult education in Portugal. European Journal for Research on the Education and Learning of Adults, 1(2), 17-31. doi: 10.3384/rela.2000-7426.rela0007

Gieseke, W. (1989). Habitus von erwachsenenbildnern. Eine qualitative studie zur beruflichen sozialisation. Oldenburg: BIS.

Gieseke, W. (2005). Fortbildungsbedarfe bei planer/inne/n und dozent/inn/en in der weiterbildung. Empirische befunde einer befragung in Berlin und Brandenburg. Report. Literatur- und Forschungsreport Weiterbildung, 28(4), 37-46.

Guimãraes, P. (2009). Reflections on the professionalisation of adult educators in the framework of public policies of Portugal. European Journal of Education, 44(2), 205- 19.

Jögi, L. & Gross, M. (2009). The professionalisation of adult educators in the Baltic states. European Journal of Education, 44(2), 221-42.

Leach, J. (2000). Rhetorical analysis. In M. Bauer & G. Gaskell (Eds.), Qualitative researching with text, image and sound (pp. 207-226). London: Sage.

Nicoll, K. (2007). Fashioning the subject: the rhetorical accomplishment of assessment tasks. Studies in Continuing Education, 29(1), 1-17. doi: 10.1080/01580370601146262

Nicoll, K. & Edwards, R. (2004). Lifelong learning and the politics of spin: policy as persuasion? Journal of Education Policy, 19(1), 43-55. doi: 10.1080/0268093042000182627

Nicoll, K. & Harrison, R. (2003). Constructing the good teacher in higher education: the discursive work of standards. Studies in Continuing Education, 25(1), 23-35. doi: 10.1080/01580370309289

Nuissl, E. & Lattke, S. (Eds.). (2008). Qualifying adult learning professionals in Europé. Bielefeld: Bertelsmann.

OECD (2003). Beyond Rhetoric: Adult Learning policies and practices, OECD, Paris. Retrieved March 28, 2011, from http://books.google.co.uk/books?hl=en&lr=&id=eMXUnBO0TwUC&oi=fnd&pg=PA8&dq=Beyond+Rhetoric:+Adult+Learning+Policies+and+Practices&ots=UODqJTjdLQ&sig=crMfwlP0dJaSB7TnCclYqDUV5Ic#v=onepage&q&f=false

Olesen, H.S. (1989). Adult Education and Everyday Life. Roskilde: Roskilde University Press.

Parker, S. (1997). Reflective teaching in the postmodern world: A manifesto for education in postmodernity. Buckingham: Open University Press.

Research voor Beleid (2010). Key competencies for adult learning professionals, contribution to the development of a reference framework of key competences for adult learning professionals, final report. Zoetermeer. Retrieved February 15, 2011, from ec.europa.eu/education/more-information/doc/2010/keycomp.pdf

Research voor Beleid & PLATO (2008). ALPINE - Adult leaning professions in Europé, a study on current situation, trends and issues, final report. Zoetermeer. Retrieved March 28, 2011, from http://ec.europa.eu/education/more-information/doc/adultprofreport_en.pdf

Schön, D. (1983). The reflective practitioner. London: Temple Smith.

Strathern, M. (2000). The tyranny of transparency. British Educational Research Journal, 26(3), 309-21. doi: 10.1080/713651562

Zarifis, G. (2009). Decisions, provisions and disillusionment for non-vocational adult learning (NVAL) staff in South-Eastern Europé: a comparative appraisal of some policy developments with diminishing returns. European Journal of Education, 44(2), 163-82. doi: 10.1111/j.1465-3435.2009.01385.x




How to Cite

Jütte, W., Nicoll, K., & Salling Olesen, H. (2011). Editorial: Professionalisation – the struggle within. European Journal for Research on the Education and Learning of Adults, 2(1), 7–20. https://doi.org/10.3384/rela.2000-7426.relae2

Most read articles by the same author(s)

1 2 > >>