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This article addresses the self-images of adult educators in view of exercising their professional agency in contexts of social transformation after the fall of the communist regimes. It draws on research undertaken in Poland, Ukraine and Russia in 2009 which investigated the self-perception and self-evaluation of adult educators with regard to their own educational practice-vis-á-vis the challenges of transition in general and of the need of rethinking the dictatorial past in particular. The interviews with 91 adult educators in three countries illustrate the impact of socio-political change in the period of democratization on the concept of one's professional identity. They also demonstrate how transition policies create dilemmas for practice which adult educators accommodate or resist. The article discusses how different self-images are linked to socio-political challenges of society in the transition times. It analyses the possibilities, challenges, impacts and constraints of different perception and forms of educational practice in the light of the current situation in three countries

The self-perception of adult educators in Eastern Europe in the post-Soviet transitional period