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<p>Mobility has become a&#xa0;positively connoted guiding principle in modernity. This applies not only to residential and lifestyle choices, but also to professional mobility, such as occupational shifts—from, for instance, early childhood educators to booksellers, or from lawyers to chefs. While such transitions are interpreted in sociological studies of professions as indicators of the alleged decline of traditional professions and the rise of increasing flexibility at the turn of the millennium, educational research focuses on how these transitions are produced and managed, the practices of identification with new occupational groups, and the role of continuing education. In a&#xa0;reconstructive research project, individuals aged&#xa0;50+ who had changed occupational groups were interviewed using biographical-narrative methods, and occupational imagery was collected. Both types of data were analysed using the documentary method, leading to the reconstruction of typologies concerning both profession and continuing education. This contribution presents three types from the continuing education typology—Qualification, Novelty, and Knowledge—and discusses them in relation to educational concepts of employment orientation, professional identity, and the regulatory mechanisms influencing (non-)participation in continuing education. The findings indicate that occupational changes do not signify the dissolution of professional identity; rather, a&#xa0;strong identification with the new profession emerges, with continuing education being naturally utilized. It follows the occupational change, positioning the profession itself as a&#xa0;key regulator of participation in continuing education.</p>

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„Ja ich komm langsam wieder dahin wo ich war mit achtzehn“ – Zur Bedeutung von Weiterbildung bei Berufsgruppenwechseln im Alter 50+

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  • 发表日期：

    2025年11月21日

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  • Stefan Rundel

摘要

Mobility has become a positively connoted guiding principle in modernity. This applies not only to residential and lifestyle choices, but also to professional mobility, such as occupational shifts—from, for instance, early childhood educators to booksellers, or from lawyers to chefs. While such transitions are interpreted in sociological studies of professions as indicators of the alleged decline of traditional professions and the rise of increasing flexibility at the turn of the millennium, educational research focuses on how these transitions are produced and managed, the practices of identification with new occupational groups, and the role of continuing education. In a reconstructive research project, individuals aged 50+ who had changed occupational groups were interviewed using biographical-narrative methods, and occupational imagery was collected. Both types of data were analysed using the documentary method, leading to the reconstruction of typologies concerning both profession and continuing education. This contribution presents three types from the continuing education typology—Qualification, Novelty, and Knowledge—and discusses them in relation to educational concepts of employment orientation, professional identity, and the regulatory mechanisms influencing (non-)participation in continuing education. The findings indicate that occupational changes do not signify the dissolution of professional identity; rather, a strong identification with the new profession emerges, with continuing education being naturally utilized. It follows the occupational change, positioning the profession itself as a key regulator of participation in continuing education.