Rethinking professionalism in museum education: Findings from Latvia’s first national survey
The article analyses how professionalism in museum education is defined and enacted in Latvia based on the first national survey of accredited museums (2024). Although legislation frames museums as professional institutions, findings reveal a gap between normative expectations and everyday practice....
Kaydedildi:
| Yayımlandı: | URI:https://journals.openedition.org/iss, |
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| Asıl Yazarlar: | , , |
| Materyal Türü: | Article ou chapitre numérique |
| Dil: | Anglais |
| Baskı/Yayın Bilgisi: |
ICOFOM Study Series
2026
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| Konular: | |
| Online Erişim: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Özet: | The article analyses how professionalism in museum education is defined and enacted in Latvia based on the first national survey of accredited museums (2024). Although legislation frames museums as professional institutions, findings reveal a gap between normative expectations and everyday practice. Directors largely equate museum education with schooloriented activities yet prioritise soft skills and digital competence over pedagogical or content expertise when assessing educators. Fragmented employment structures, limited training opportunities and high staff turnover further challenge professionalisation. The study concludes that this mismatch calls for reconsidering how museum educators’ roles and qualifications are conceptualised within Latvia’s evolving museum landscape. |
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