What shapes how adult educators teach and respond to learners? This study examines the pedagogical beliefs of adult educators in Singapore’s training and adult education sector, where educators work within a fast-changing skills and workforce landscape. Using Q methodology, the study identifies three distinct educator profiles: structured dialogic facilitators, sense-making facilitators, and authentic learning advocates. The findings offer insights into how adult educators balance policy expectations, professional judgement, and learner-centred practice.
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