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• W1593750035 abstract "National and international reports and inquiries record the need to improveopportunities for people to engage in ongoing learning throughout theirlifetime which has resulted in unprecedented interest in community learningand lifelong learning.Formal, non-formal and informal learning within community, organisational orworkplace environments are fundamental opportunities for lifelong learning.The processes of informal teaching and learning could be valuable resourcesfor a community, and their presence may explain why some communities canbe vibrant, resilient, and maintain a quality of life for their members, whileothers lack stability.The significance of this study to the field of adult education is in identificationand analysis of the perceptions and actions of informal teachers. Knowing whothe informal teachers in a community are and how they perceive themselvesand document their actions as informal teachers will contribute to ourunderstanding of the informal teaching and learning process from a teachingperspective.The purpose of this study was to locate people deemed to be informal teachersin a community and to examine their role, characteristics, and teachingstrategies and actions in informal learning interactions.Using a detailed sampling technique (Community Election Survey) and averification survey, the community identified thirty informal teachers inRivertown, a rural community in Tasmania, Australia. The identified informalteachers were not kin, work colleagues, nor necessarily friends of the informallearners.Naturalistic in design, this study used a qualitative case-study method in whichthe informal teachers were interviewed using a semi-structured schedule, theykept diaries of social interaction for one week, and audio-tape recorded socialinteractions, and the researcher observed the informal teacher in action. Thedata from the interview were analysed for categories of meaning and thediaries and audio-tape recorded interactions were content analysed. The categories which emerged from the interview data revealed that theinformal teachers confidently perceive themselves to have credibility,interpersonality, and dynamism. They are approached by informal learnersbecause of their credibility, experience and expertise and their involvement incommunity group membership ahead of their qualifications, employment or hobbies. Their interpersonal characteristics, sense of belonging, social network,and availability contribute to community cohesion and wellbeing. They weredepicted as animated and able to accept challenges because of their dynamiccharacteristics and involvement in community activities. An optimumenvironment of heterophilous contact (not necessarily those with an affinity)and the exchange of new information, knowledge, and skills, and ahomophilous relationship (considered an affinity) for social support andwellbeing was evident.Data from the diaries revealed informal teachers operate in everyday activitiesthrough face-to-face interaction. Unhindered by industry requirements,professional bodies, or policy directions, informal teachers are not constrainedin teaching and learning design. There is equal status between informal learnerand teacher, informal teaching methods used are discuss, bounce ideas,advise, and show, and these are embedded in and supported by social talk.The informal teaching processes promote a high volume of interaction,discussion, brainstorming, and reflection and are used to plan, inquire, solveproblems, and share ideas applicable to real life tasks and current situations.Through their characteristics, attributes and 'social teaching methods',informal teachers are in a good position to act as agents in social action. Theuse of informal teachers as agents, however, is reliant on a community that hasa clear self-image as a collective identity and geared up to fight a common goaland vision.The conclusions from the study have implications for adult educators whodesign learning opportunities, and community developers who are in thebusiness of fostering wellbeing, sustainability and activity. In communitiesexperiencing renewal and change, the informal teacher is an invaluableresource to enhance vibrant, resilient, learning communities." @default.
• W1593750035 created "2016-06-24" @default.
• W1593750035 creator A5080465592 @default.
• W1593750035 date "2003-01-01" @default.
• W1593750035 modified "2023-09-27" @default.
• W1593750035 title "Teaching strategies used by informal teachers : exploration of use and development of an explanatory model" @default.
• W1593750035 hasPublicationYear "2003" @default.
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