This paper aims to analyze the professional learning and development of adult educators involved in the recognition of prior learning in Portugal. Specifically, we intend to examine how these educators acquire the knowledge necessary to perform their professional activity.

Over the last few decades, adult education policy programs based on European Union guidelines promoting lifelong learning have emerged. These programs have created new opportunities for adult education and training, as well as for the educators who implement them (Barros, 2020). However, adult education policies in Portugal are characterized by their fragmented and intermittent nature (Cavaco, 2022), as well as the prevalence of programmed obscurantism among Portuguese elites and decision-makers, as mentioned by Melo (2004). This has resulted in a series of advances and setbacks in the educational field. Nevertheless, an educational offering called recognition of prior learning emerged in the early 2000s, along with the need for adult educators to implement it. Integrated into public policies on adult education, this educational practice began to be implemented in Portugal in 2000. Its purpose was to increase the qualifications of adults with a low level of schooling by valuing life experiences and knowledge acquired through informal and non-formal education (Cavaco, 2020).

In the European context, the legal status and qualifications of adult educators began appearing in official European Union documents in the early 2000s. Interest in this subject has grown, culminating in the European Commission's commissioning of two studies to map the situation of adult educators throughout Europe, including their education and competences (Research voor Beleid, 2008, 2010). Other proposals have emerged, such as the Curriculum globALE, a cross-cultural core curriculum for the training of adult educators. It is a modularized and competency-based framework curriculum that aims to promote knowledge exchange and mutual understanding among adult educators across countries and regions (Lichtenberg, 2020).

The specificity and complexity of the recognition of prior learning justify the importance of educating adult educators who implement this process in public adult education policies in Portugal. Adult educators working in recognition of prior learning in Portugal constitute a distinctive professional community whose learning and development patterns merit scholarly attention and policy support. Emerging as a new occupational category with Portugal's pioneering recognition of prior learning system, these educators face complex professional demands requiring integration of adult education facilitation skills, technical knowledge of competence standards and assessment procedures, interpersonal sensitivity to diverse learners, and commitment to equitable validation practices (Guimarães, 2023). These educators need multiple skills and knowledge to properly perform their professional duties (Egetenmeyer et al., 2019; Rohs & Bolten, 2017). Loureiro (2024) emphasizes the significance of workplace learning environments for adult education professionals. From this perspective, learning is not limited to formal education; rather, it is deeply embedded in daily professional activities. Through engagement with real problem-solving and reflective practice, professionals construct knowledge and competences. However, Ioannou (2024) notes a lack of systematic reflection structures, deliberate documentation of emerging practices, and mechanisms for generalizing knowledge across centers and practitioners.  

Despite some achievements and progress having been made (Nuissl et al., 2024), adult educators still have a low professional status and work in precarious conditions that are often characterized by heterogeneous and atypical forms of employment (Werner & Martin, 2023). Some authors (e.g., Loureiro, 2024; Nuissl et al., 2024; Werner & Martin, 2023) argue that there is no general requirement for specialized academic education to work in adult education. Based on this reality, this paper seeks to answer the following question: How do adult educators involved in recognition of prior learning learn and build the knowledge necessary to perform their professional activity?

From an epistemological point of view, this study adopts a phenomenological perspective, focusing on the essence of human experiences in relation to a phenomenon according to individuals' descriptions and meanings (Creswell & Poth, 2024). This perspective's central idea is to understand the intentions and perceptions individuals have about their actions in relation to others and contexts. In this study, we examined how adult educators involved in recognition of prior learning acquire the knowledge necessary for their professional activities. In terms of methodology, we adopted a qualitative approach because we believe it allows for a deep understanding of the issues under investigation, including the voices of the participants, the reflexivity of the researcher, and a complex description and interpretation of the phenomenon under study (Creswell & Poth, 2024). Empirical data were obtained through biographical interviews with adult educators, in order to access the discourse about themselves and their work (Berger, 2009). A biographical perspective is commonly used in research about adult educators, especially in the study of professional development, as it provides an in-depth understanding of complex phenomena (Lattke, 2016). Biographical interviews were conducted with 32 adult educators involved in recognition of prior learning. These educators promote the involvement and accompaniment of adults with a low level of schooling, encouraging reflection on and analysis of their life path. This allows them to appropriate their knowledge and skills, making them more autonomous and empowered by the end of the process (Cavaco, 2020; Eneau, 2010). Throughout the research, we sought to respect ethical principles. In this sense, our conduct was guided by a relationship based on empathy, recognition, and dialogue (All European Academies [ALLEA], 2024). We obtained the participants' informed consent regarding the research objective, procedures, and voluntary nature of participation before conducting the interviews. Categorical content analysis (Bardin, 2009) was used to analyze the biographical interview data. The coding categories were derived from the research questions, and some emerged from the interview content during the analysis. Treating the biographical interview data allowed for the construction of a descriptive framework. Elements and meanings were then extracted from the answers to the research questions using an inductive process.

The research results reveal that, despite the fact that adult educators are highly qualified, with at least a bachelor's degree, initial education in adult education is not a prerequisite for entering this field. Continuing education is heterogeneous and, when available, takes the form of short-term courses and postgraduate programs in various areas. Under these circumstances, adult educators' continuous education commonly stems from experiential training and reflection on experience gained from professional practice. Portuguese adult educators still occupy a fragile position, lacking a well-defined professional status, and are dependent on public policies influenced by various forces. Published legal documents regulate professional activities within the scope of recognition of prior learning and hiring requirements for professionals intending to work in this field. Access requirements include possession of a higher education degree, professional experience, and knowledge of adult education methodologies, particularly those related to competence assessment and portfolios. Regarding initial education, the only defined access criterion for the role of adult educator in recognition of prior learning is holding a higher education degree, regardless of the subject area. These professionals utilize a wide range of autonomous and specific knowledge in their daily work. However, there is no common core of competences across educational activities in the field of adult education, nor a clear definition of the competences needed to perform specific functions. Consequently, almost anyone can be an adult educator (Sava, 2011). Despite the importance of the recognition of prior learning process, there is limited formal provision for targeted professional development in this area of adult education. Many practitioners rely on informal and experiential learning pathways, suggesting the need for more coherent professional development frameworks.

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