Interaktionsprozesse unter Erwachsenen. Zur Mikroethnographie pädagogischen Handelns

A variety of investigations are concerned with examining competencies of professionals in fields of adult education, neglecting the question what characterizes the activities they perform in order to organize learning situations. By analyzing an opening sequence of two different adult education lessons, the author shows, how microethnographic approaches of analyzing videotaped face-to-face interaction offer new insights in how participants ordinarily deal with challenges of establishing and sustaining a pedagogical business. In this way, this paper reveals some methods of the repertory, teachers (and learners) use selectively for performing learning situations.