Roles and Functions of Adult Educators

Pre-requisites: Fulfilled obligations defined by University Statute

Course objectives: Introduction to the basic adult educational roles and functions of teachers – teacher as a trainer, moderator, facilitator, mediator, coach, mentor and counsellor

Course description: Theoretical course: Characteristics and types of groups and group dynamics; Basic principles of managing the group dynamics; The roles and functions of group guides; Didactical-methodological particularities of working with small groups; Coaching and counselling as a support to the professional development of adult educational skills. Practical course: Workshops organizing, preparation, conducting and analysis – working with small groups; Didactical-methodological particularities of some adult educational roles and functions of teachers (teacher as a trainer, moderator, facilitator, mediator, coach, mentor and counsellor); Principles, methods and techniques of moderation and facilitation; Classical and alternative techniques of moderation, Pair work – organizing couching sessions; Counselling and mentoring work

Learning Outcomes: By the end of the course, student will: - understand the group dynamics and group processes – be capable of managing the group by application of moderating and facilitating methods; - know the basics of mentoring and counselling work, processes of mediation and the role of a coach for adult educationalist.

Literature/Reading:

• •Gordon, T., Kako biti uspešan nastavnik, Most, kreativni centap, Beograd, 1998.
• •Jelenc Krašovec, S., Nastavnik za odrasle – facilitator obrazovanja i ličnog razvoja, Andragoške studije, 2005.
• • Medić, S., Despotović, M., Popović, K., Bulat, Training and further education of adult educators in Serbia, u: Teacher Training in Adult Education, Adult Education Society, Belgrade, 2004.
• •Roders, P., Interaktivna nastava, IPA; DOOO, Beograd, 2003;
• •Müller, W., Wiegemann, S., Netradicionalne metode u obrazovanju odraslih, HZNIOS, Zagreb, 2000.
• • Vidović, S (ur.), Vršnjačka medijacija – od svađe slađe, GTZ i Kinderberg int., Beograd, 2003
• PROJEKAT SMAJL 2004/2005,Postavljanje osnova za multietničko i interkulturno učenje Metodi za učešće u oblikovanju našw stvarnosti,IIZ/DVV, Regionalna kancelarije SEE, Sofia, 2005.
• Havelka, N.N., Psihološke osnove grupnog rada u vaspitanju i obrazovanju, Naučna knjiga, Beograd, 1980.
• Stoun, D., Pejton, B., Hin, Š., Teški razgovori, Mono i Manjana, Beograd, 2004.
• Janković, J., Savjetovanje- nedirektivni pristup, Alinea, Zagreb, 1997.
• Kruhonja,K., Mitchels, B., Medijacija u zajednici, Centra za mir, nenasilje i ljudska prava, Osijek, 2004.
• Beer, J.E. and others, The Mediator Handbook, Canada, 1997.
• Corey, G., Teorija i praksa psihološkog savetovanja, SLAP, Zagreb, 2004.
• Vukosavljević-Gvozden,T., Teorije i praksa psihoterapije i savetovanja, Beograd, Centar za primenjenu psihologiju, 2007.
• Downey, M., Effective Coaching, Texere, London, 1999.
• Peterson, R.W., Mentor Teacher Handbook, Stages of Development in a Mentoring Partnership, University of California at Irvine, 1989.
• Minor, M., Coaching for Development: Skills for Managers and Team Leaders. Crisp Publications,Inc., Menlo Park, CA, 1995.
• Shea, F.G., Mentoring, Crisp Publications, Menlo Park, California, 1997.
• Graeßner, G., The Moderation Method - A Handbook for Adult Educators and Facilitators, dvv international, Bonn, Warsaw, 2007.