This chapter presents some of the findings from the field research activity (cf. section 1.3.). The results from country-specific analysis (Andersson & Köpsén, 2010; Farinelli, 2010; Jõgi & Gross, 2010; Milana & Larson, 2010) are presented here as a synthesis overview, showing how those acting or willing to act as adult educators in the countries covered by the project constructed their paths to adult education. It also explores what led them to enter specialised studies in the field of adult education. Becoming an adult educator in Denmark, Estonia, Italy and Sweden signifies that a person has taken a significant and rather new step forward in his/her own life and professional career. The general tendency is that the knowledge, understandings, values and the identity of an adult educator are influenced by personal life and life experience, social and cultural aspects, educational possibilities and professional practice, and are developed through current studies, professional work, per ...
read more ...This chapter presents some of the findings from the field research activity (cf. section 1.3.). The results from country-specific analysis (Andersson & Köpsén, 2010; Farinelli, 2010; Jõgi & Gross, 2010; Milana & Larson, 2010) are presented here as a synthesis overview, showing how those acting or willing to act as adult educators in the countries covered by the project constructed their paths to adult education. It also explores what led them to enter specialised studies in the field of adult education. Becoming an adult educator in Denmark, Estonia, Italy and Sweden signifies that a person has taken a significant and rather new step forward in his/her own life and professional career. The general tendency is that the knowledge, understandings, values and the identity of an adult educator are influenced by personal life and life experience, social and cultural aspects, educational possibilities and professional practice, and are developed through current studies, professional work, personal and learning experiences and reflection on the self, one´s life and one´s work.
Antud peatükk võtab kokku erinevates riikides läbi viidud uurimuste tulemused. Riikide-põhised tulemused tuuakse välja sünteesituna, eesmärgiga näidata kuidas projektis osalenud riikide täiskasvanute koolitajad ja/või nendeks saada soovijad konstrueerivad oma teed täiskasvanuhariduse juurde ning mis neid sellise valiku tegemiseni viis. Tuleb välja, et täiskasvanute koolitajateks saamine Taanis, Eestis, Itaalias ja Rootsis on küllaltki tähendusrikas ja uudne samm oma elu- ja karjääriteel. Üldine suundumus on, et täiskasvanute koolitajate teadmised, arusaamine, väärtused ja identiteet on mõjutatud omaenda eluteest ja elukogemusest, sotsiaalsetest ja kultuurilistest aspektidest, hariduslikest võimalustest ja professionaalsest praktikast ning arendatud läbi käsilolevate õpingute, professionaalse töö, isiklike ja õpikogemuste ning läbi enda, oma elu ja töö peegelduse.
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