Adult learning facilitators' professional identity: An exploratory review based on a selection of empirical studies

Abstract

This paper is an exploratory review of selected literature that focused on adult learning facilitators' professional identity. We employed the snow-ball technique for selection and followed the review protocol by Beijaard, Meijer, and Verloop (2004) to explore empirical studies that discussed how professional identity is defined, what constructs encompass professional identity, which methodologies are relevant when studying professional identity and what are adult learning facilitators' common characteristics as professionals. Our review shows that the studies included have a common understanding of professional identity: it is conceived of as a dynamic construct which encompasses job motivation and future vision as well. Narrative interview with biographical perspectives was used as the main research method in all the reviewed studies. This exploratory review offers a set of perspectives which could be considered as entry points into an in-depth (empirical) study of adult learning facilitators' identity formation in various regional and national contexts.