Identity of adult educators : influence of institutional discourse and scientific discourse
This study aims to investigate how a specialized body of knowledge – andragogy – can contribute to the development of professional identity for adult education teachers. It focuses on the official discourse included in governmental, administrative and regulatory documents for teachers and its potential influence for understanding the specifics of teaching practice. This document analysis sheds light on the possibility of grasping andragogical concepts through official documents while signaling the presence of ambiguity which can lead to difficulties in the development of a clear professional identity.