• Eco-friendly ICT-based training outcomes for adults 2019-1-BG01-KA204-062366

  • Eco-friendly ICT-based training outcomes for adults 2019-1-BG01-KA204-062366

  • Eco-friendly ICT-based training outcomes for adults 2019-1-BG01-KA204-062366

 

  • Learn about Adult educators’ responsibility and autonomy as science teachers through the hyperlinked ‘pop-in’/’pop-out’ descriptions
  • Learn about the subject areas of Ecology, Eco-chemistry and Bio-based & circular economy by a single click on the corresponding name

Prerequisite: B.Sc. / M.Sc. in Science Teaching (Biology, Chemistry, Economics):

Responsibility & Autonomy

New / Upgraded competencies in

Planning the teaching / learning process

Directing the teaching / learning process

Self-competence

Subject Competence

Managing and communicating

Encourage / stimulate Learning

Assisting learners

Learning process analysis / assessment

Personal Professional Development

ECOLOGY

ECO-CHEMISTRY

BIO-BASED & CIRCULAR ECONOMY

Planning the teaching / learning process:

- Organize learning situations

- Plan learning situations

- Plan teaching according to the resources available (time, space, equipment, etc.)

Planning the teaching / learning process:

- Organize learning situations

- Plan learning situations

- Plan teaching according to the resources available (time, space, equipment, etc.)

Directing the teaching / learning process:

- Direct learning situations

- Create learning environment

- Mediate ethical relations and questions

- Offer tailored teaching

Directing the teaching / learning process:

- Direct learning situations

- Create learning environment

- Mediate ethical relations and questions

- Offer tailored teaching

Self-competence:

- Be emotionally stable

- Be stress-resistant

- Analyse learning capabilities of the learner

- Be reliable

- Be open minded

Self-competence:

- Be emotionally stable

- Be stress-resistant

- Analyse learning capabilities of the learner

- Be reliable

- Be open minded

Subject Competence:

- Possess subject-specific knowledge in the area of teaching

- Be able to use specialist didactics in the area of teaching

Subject Competence:

- Possess subject-specific knowledge in the area of teaching

- Be able to use specialist didactics in the area of teaching

Managing and communicating:

- Communicate clearly

- Manage group dynamics

- Handle conflicts

- Be available/accessible to learners

- Develop team work / collaborative work

Managing and communicating:

- Communicate clearly

- Manage group dynamics

- Handle conflicts

- Be available/accessible to learners

- Develop team work / collaborative work

Encourage / stimulate Learning:

- Encourage informal and collaborative learning

- Stimulate the active role of learners

- Use variety of methods to stimulate learning

- Use of learners’ experience in the teaching activities

- Motivate and inspire

Encourage / stimulate Learning:

- Encourage informal and collaborative learning

- Stimulate the active role of learners

- Use variety of methods to stimulate learning

- Use of learners’ experience in the teaching activities

- Motivate and inspire

Assisting learners:

- Create a safe learning atmosphere

- Enable learners to apply what they have learned

- Encourage learners to take over responsibility for the learning processes

- Show empathy

- Provide support to the individual learner

- Listen actively - support the learner/learning provider dialogues

- Assess the needs of the learner

Assisting learners:

- Create a safe learning atmosphere

- Enable learners to apply what they have learned

- Encourage learners to take over responsibility for the learning processes

- Show empathy

- Provide support to the individual learner

- Listen actively - support the learner/learning provider dialogues

- Assess the needs of the learner

Learning process analysis / assessment:

- Monitor the learning process

- Evaluate the learning outcomes

- Assess the entry-level of learners

- Conduct regular formative assessment

- Think of and develop means for assessing

- Base your work on longitudinal teaching objectives

Learning process analysis / assessment:

- Monitor the learning process

- Evaluate the learning outcomes

- Assess the entry-level of learners

- Conduct regular formative assessment

- Think of and develop means for assessing

- Base your work on longitudinal teaching objectives

Personal Professional Development:

- Orient oneself towards the needs of participants

- Implement own life experience within the learning environment

- Recognise learning needs and set learning goals

- Be creative, flexible, and self-assured

- Reflect own professional role

- Seek own ongoing/continued development

Personal Professional Development:

- Orient oneself towards the needs of participants

- Implement own life experience within the learning environment

- Recognise learning needs and set learning goals

- Be creative, flexible, and self-assured

- Reflect own professional role

- Seek own ongoing/continued development