APEA511 Becoming an Adult Educator - Practice I (5 cr)

Personal Study Plan as a manuscript for one's own growth as an adult educator

planning educational processes

relationships and tensions between andragogy, pedagogy and didactics

basic concepts of assessment and evaluation, current discourses of assessment 

self-assessment, peer assessment, feedback

After completing the course the student

• recognizes one's own developmental needs as an adult educator, defines personal aims as an adult educator and assesses critically one's own action as an adult educator 
• understands phases of educational and learning processes and one's own role as an adult educator in these learning processes 
• is able to plan, implement and assess teaching, guidance and supervision situations for different students and groups
• is able to choose appropriate teaching, guidance and supervision methods and assessment tools for different students and groups 
• familiarizes oneself with different adult education practices and assesses critically both these practices and own preconceptions about these practices 

The course includes Personal Study Plan, Autumn Fractures i.e. observation of teaching, guidance and supervision (35 hours) and teaching practice (10 hours). 

BROOKFIELD, S. 1995. Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

BROOKFIELD, S. & PRESKILL, S. 2005. Discussion as a way of teaching. Tools and techniques for democratic classrooms. San Francisco: Jossey-Bass.

BRYAN, C. & KLEGG, K. 2019. Innovative assessment in higher education. A handbook for academic practitioners. Lontoo: Routledge. (also as an e-book)

JARVIS, P. 2006. The theory and practice of teaching. Oxon: Routledge. (also as an e-book)

Extra learning material (articles and e-books)