Logics of action in the academic professionalisation of adult educatorsBreitschwerdt, Lisa (Avtor) Gojić, Anđela (Avtor) Guimarães, Paula (Avtor) professionalismadult educationlogics of actionacademic professionalisationdegree programmescomparative educationAs professionals, adult educators must mediate between different logics of action (professionalism, market, bureaucracy) in their daily work. The article analyses how the academic professionalisation in adult education achieved through university degree programmes in Germany and Serbia – two countries with different levels of professionalisation structures – relates to these logics of action and prepares future adult educators for their professional work. In a qualitative comparative perspective, documents and interviews with people related to three degree programmes are examined in a content analysis. The results show a strong orientation towards professionalism but also the need to consider the other two logics, especially concerning the requirements of changing labour markets and student groups. The analysis of the three logics provides a nuanced view of the connections and discrepancies between country-specific collective professionalisation efforts and the development and design of study programmes as an important professionalisation pathway for adult educators.20252026-01-26 13:48:08Članek v reviji178394UDK: 374.7ISSN pri članku: 1318-5160COBISS_ID: 236379907sl