The moment of first encounter: processes used by teachers of adults

TL;DRAbstract

This exploratory study reports on the performance of teacher practitioners when first encountering a new class group of adult learners, within Tasmanian education and training institutions. It was conducted within a context of increasing numbers of adult learners in these organisations. The thesis is that there is insufficient understanding of what such practitioners bring to the moment of first encounter, and about what they do and the reasons for their activity in that first moment. In a qualitative study, a sample of 34 practitioners was interviewed and some of their learners contributed additional viewpoints. A mixed methods approach was the basis of the research design. The study explores how the prior knowledge, experience and personal paradigms, which adult practitioners bring to the moment of first face-to-face encounter with a new group of adult learners, are employed during the moment of first encounter. On the basis that ‚ÄövÑvªfirst impressions [may] count‚ÄövÑvº, this stud

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