Abstract:
The aim of the study is to explore the views of adult educators on their occupation and professionalization of adult education through questioning the ways, difficulties, good sides, and the importance of becoming an adult educator; the kinds of knowledge, education, skills and experience needed for being an adult educator; the roles, responsibilities, concerns and status of adult educators. For this study, a qualitative research was carried out and semi-structured interviews were conducted with eighteen adult educators who work at eight different Public Education Centers in stanbul, Turkey. Four of these Public Education Centers were selected among Public Education Centers located in relatively lower socio-economic areas of stanbul and four of them were selected among Public Education Centers located in relatively higher socio-economic areas of stanbul. The content analysis method was used for data analysis. Three themes emerged during data analysis, which were becoming an adult educator, the scope of being an adult educator and the scope of professionalization of adult education. The analysis of the data indicated that adult educators mostly did not start their career in adult education intentionally and willingly, that in spite of some difficulties they had, they were happy in their jobs and that their jobs were generally very important to them. Adult educators mostly did not get an education or a certificate related to adult education before starting to work as adult educators and did not receive in-service training while working. However, they indicated that a certificate or different kinds of education such as in-service training, seminars and internships were needed for adult educators. Adult educators claimed to have secondary roles in addition to their teaching roles such as providing psychological support and guidance and teaching good behaviors and manners. As for their responsibilities, they expressed that they were mainly contributing to individuals and society. They mostly stated that their roles and responsibilities were different from educators in formal education. The findings revealed that adult educators had concerns related to finance, social security and working conditions. Adult educators generally stated that adult education was not regarded as a profession and Public Education Centers and adult educators working there were not widely known by society. Most of them also indicated that professional organizations and unions did not exist in adult education. Based on the findings of the study, it could be said that there are a number of important changes that need to be made related to the working conditions, status and education of adult educators.
