Institutionelle Anbieterkontexte und Regulation von Beratungen in der Weiterbildung

The article focuses on guidance in adult education as a type of institutional talk. Multiple data sources were collected through a comparative case study of two providers to examine how the institutional contexts influenced the guidance. On the one hand the providers define the subjects of their guidance service and their selection of consultants is based on the content knowledge. Also the providers pursue institutional goals with their guidances. On the other hand the guidance-seekers have their own counselling concerns and goals, which the consultants have to deal with. It is also noted that the location of the guidance (one provider is located in the public employment office) influences how the participants interact. The research results show guidance in adult education is situated in a dialectic relation between the institutional context, the expectations of guidance-seekers and the professional selfconception of consultants.