The Formation of Adult Educators’ Professional Identity: Focused on NGO

jung minseung

Adult education has not only contributed to the social progress through enlightening and improving people's thought, but also to the theory of education discovering the context of teaching and learning in everyday lives. However, adult educators are not regarded as professionals who have high standards of pedagogy. Although many adult educators contribute the world as active educational agencies, their professional quality is not recognized in general with weak training system for educational practitioners. This study aims to reveal the structure and barriers of adult educators' professional identity through the personal formation of professional identity. To figure out the adult educators' professional quality, this study concentrates on the experiences of educators of NGO through qualitative methods. In NGO, educators participate in transforming our society in organizing learning communities and making networks as well as inventing the new courses which could be the agenda of the local community. As activists, they formulate their identities as 'connectors' between movement and education. They not only research the common characteristics of movement and education, but also change the traditional definition of these two spheres in their practices. Education as a transmission of scholastic knowledge turns to facilitating and organizing learners’ lives. For improving their professional quality, they reflect their practices into the standards categorizedas "internalization of educational value" and "visions of civic education". They also criticize both their practices and the categories for the whole educational capacity of their field. This shows that many adult educators are improving unique professional quality in spite of being low in estimation of society. With theoretical implication, their efforts could contribute to widen and deepen the practices of adult education.

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* 2022년 이후 발행 논문의 참고문헌은 현재 구축 중입니다.

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