Professionalisation

Whether acting as independent (external) or in-house (internal) coaches, all face the challenge of building their skills, knowledge, credibility and self-confidence, as well as creating or reshaping a sense of professional identity.  So, how is the journey towards becoming a coach personally, socially and professionally experienced?  How are coaches socialised into the profession and how is a new professional identity (or multiple identities) established and maintained?  The position of coaching is complicated by the fact that many come to coaching with already well-established professional identities, particularly as qualified counsellors, psychotherapists and psychologists (Gray, 2011).  This session will report (and actively debate) the results of a global study into the professional identity of coaches being conducted by the Universities of Greenwich and Surrey, UK.

"Volume editors: A. Papastamatis (University of Macedonia) E. Valkanos (University of Macedonia) G. K. Zarifis (Aristotle University of Thessaloniki) E. Panitsidou (University of Macedonia) ISBN: 978‐960‐243‐668‐4ERIC Index number: ED508475111paper and poster presentations. 1090 pages. Directly available on line via ERIC at: http://www.eric.ed.gov/PDFS/ED508475.pdf"
The network’s first conference meeting was held in Thessaloniki, Greece (6-8 November 2009) at the University of Macedonia, and it was entirely devoted on issues of quality on the education and training of the adult educator in Europe. The meeting was a forum for exchanging theoretical considerations and empirical evidence, between researchers studying the different roles and tasks of the adult educator and trainer and the ways that these are assessed. The meeting also addressed issues relating to the quality of adult educators’ training (initial and continuing), their professional development as well as how these parameters could contribute to the overall quality of adult educational provision in Europe today.

In total 4 keynote presentations, 83 paper presentations and 18 e-poster presentations in eleven thematic workshops (divided in 5 parallel sessions) took place during the conference, as well as eight special presentations were made in six (6) plenary sessions. Based on the thematic workshops and the plenary sessions of the conference, the structure of this e-book is the following:

• Keynote Presentations
• Paper Presentations
1. Quality assurance: Validating effectiveness for adult educators and trainers.
2. Professionalisation & professional development: Not anybody’s business.
3. Confronting quality: Theoretical assumptions and practical challenges.
4. Quality in educational provision: Redefining basic assumptions.
5. Becoming an adult educator in Europe: Some biographical perspectives
6. Quality under review: Policy development issues.
7. Developing competence and skill: New roles and new challenges for adult educators today.
8. The role of the University in providing quality education and training: Unfolding the HE agenda.
9. Initial and continuing training of teachers and teacher trainers: From initial preparation to in-service training.
10. In-service training of adult trainers: The role of the enterprise and the role of the individual.
11. ICT and quality provision: Issues of identity and personal knowledge management.
• E-Poster Presentations
1. Educating the adult educator: European perspectives
• Plenary Presentations
1. Highlights of major European initiatives and projects
 PASCAL Universities' Regional Engagement project (PURE).
 Self-Evaluation in Adult Life Long Learning (SEALLL).
 Grundtvig International Network of Course Organisers (GINCO).
 Promoting Active Learning and Ageing of Disadvantage Seniors (PALADIN).
 Study on Key Competences for Adult Learning Staff."""

Les huit contributions proposées suite àce panel de "l'appel bio-graphique" sur les pratiques du récit de vie en formation sont dédiées aux professionnel·le·s qui partagent une réflexion critique sur les pratiques d’accompagnement et donc sur ce qu’accompagner veut dire. Avec d’autres chercheuses et chercheurs et par nos agirs professionnels, nous nous inscrivons dans ce large mouvement du « tournant réflexif » tel que Schön le nommait au début des années 90, y considérant également notre propre implication. Vous découvrirez ainsi des contextes différents de formation, majoritairement pour la partie francophone de la Suisse, avec un détour par l’Afrique francophone. Parmi les pratiques réflexives au service d’une formation en alternance, le récit trouve une place privilégiée, avec des questions qui précèdent ou suivent sa mise en œuvre et ses diverses (re-)configurations (Ricoeur, 1983, 1984 et 1985). L’usage qui peut être fait du récit ne rejoint pas toujours la visée éthique que nous pourrions en attendre.

Bridging the gap between theory and practice is an important topic in German teacher education: How can teachers in training be prepared for the requirements of their future occupation? One concept that has been discussed in depth is research-based learning: it promises to foster critical thinking and reflexion skills. In our paper, we discuss data from three settings of research-based learning, in which students work in small groups of 2-4 persons on empirical data and/ or discuss scientific publications. Using a conversation analytic approach, we ask how exactly students bridge the aforementioned gap – how do they use biographical and/or professional knowledge from the epistemic domain school, and how are these referrals functional for the ongoing interaction in the small groups? We describe three practices and discuss them in terms of identity construction, knowledge communication and doing togetherness. Erscheint in: Zeitschrift für Angewandte Linguistik, 2021