Psychology of Learning in Adult Education

The content is selected from the following thematic areas, whereas particular emphasis is given to the contents of the first three and the last thematic topic:
- the types and models of communication; personal and psychosocial aspects of communication; the communication skills of adult educators (active listening, giving and receiving feedback, successful leading of a learning conversation and various types of discussion, assertive communication, conflict resolution, mediation, leading a counselling interview...); developing communication skills and planning training for successful communication in connection with experiential learning; the process of reflection and metacommunication;
- supervision in the professional development;
- the structure and the dynamics of learning groups, leadership styles, learning in groups, cooperative learning and teamwork;
- the personal and emotional factors of learning, mental health and learning; self-image and self-esteem; the role of counsellors and various institutions in providing psychosocial support for adult learners, taking into account personality factors and protecting mental health;
- the models of developing successful learning strategies and enhancing self-regulated learning;
- psychology of creativity; encouraging creativity, planning, implementing and critically analysing various ways of developing creativity;
- the psychological foundations of developing attitudes, stereotypes, prejudice and values; the theoretical models (behavioural, humanistic, cognitive-constructivist), their application within the models of encouraging moral learning; nonviolent communication;
- the psychological aspects of (self-) evaluation and the assessment of learning outcomes; formative and peer assessment.

The selection of reading materials is adapted according to the topics chosen for the study year. Each academic year, a selection of recent and up-to-date contributions (journal articles, excerpts), is prepared and it represents the compulsory part of the academic readings. Students are also encouraged to search for relevant resources independently.
The list that follows, covers only a part of the proposed thematic areas.

1. Jaques, D. (2000). Learning in Groups. London: Kogan Page, Third Edition. ID=43789410 (2008)
2. Ule, M. (2009). Psihologija komuniciranja in medosebnih odnosov. Oblike in načini odnosnega komuniciranja. Ljubljana: Fakulteta za družbene vede, str. 258–277. ID=244570112
3. Puklek Levpušček, M., Marentič Požarnik, B. (2005). Skupinsko delo za aktiven študij. Ljubljana: Center za pedagoško izobraževanje Filozofske fakultete. ID=222787584
4. Kalin, J., Resman, M., Šteh, B., Mrvar, P., Govekar-Okoliš, M. in Mažgon, J. (2009). Izzivi in smernice kakovostnega sodelovanja med šolo in starši. Potrebna znanja in spretnosti učiteljev. Ljubljana: Znanstvenoraziskovalni inštitut Filozofske fakultete, str. 54–63. ID=249078016
5. Šteh, B. in Kalin, J. (2011). Smernice za vodenje kakovostnega razgovora med učitelji in starši v procesu medsebojnega sodelovanja. V: T. Vidmar (ur.), J. Aksman (ur.). Pedagoško-andragoške razprave v Sloveniji in na Poljskem po prelomu stoletja. 1. natis. Ljubljana: Znanstvena založba Filozofske fakultete, str. 133–150. ID=254740480
6. Pečjak, S. (2004). Poglavje 7 – Temeljne spretnosti svetovalca. V: S. Pečjak (ur.). Šolsko psihološko svetovanje. Ljubljana: Filozofska fakulteta, Odd.za psihologijo, str. 137–161. ID=215965184
7. Rupnik Vec, T. (2003). Na poti k hitrejši profesionalizaciji in zadovoljstvu s poklicno vlogo. Vzgoja in izobraževanje, 34, št. 6, str. 11-19. ID=1131780
8. Zabukovec, V., Boben, D. in Krajnc, I. (1999). Uporaba situacijskega vodenja v pedagoški praksi. Psihološka obzorja, 8, št. 2,3, str. 137–165. dLib.si - Uporaba situacijskega vodenja v pedagoški praksi
9. Pečjak, V. (1989). Poti do idej: tehnike ustvarjalnega mišljenja v podjetjih, šolah in drugje. Ljubljana: Samozaložba. ID=35603
10. Marentič Požarnik, B., Šarić, M. in Šteh, B. (2019). Izkustveno učenje. Povratna informacija. Ljubljana: Znanstvena založba Filozofske fakultete Univerze v Ljubljani, str. 101–107. ID=300830464
11. Marentič Požarnik, B. in Lavrič, A. (2015). Kako se učijo učitelji: (video)povratna informacija kot spodbuda za učiteljev profesionalni razvoj. Vzgoja in izobraževanje, 46, št. 1, str. 7–15. https://www.dlib.si/details/URN:NBN:SI:DOC-2X6YL85E in ID=1131780
12. Hattie, J. in Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77, št. 1, str. 81–112. The Power of Feedback - John Hattie, Helen Timperley, 2007
13. Tripp, T. in Rich, P. (2012). Using video to analyze one's own teaching. British Journal of Educational Technology, 43, št. 4, str. 678–704. Using video to analyze one's own teaching - Tripp - 2012 - British Journal of Educational Technology - Wiley Online Library
14. Šteh, B. in Šarić, M. (2016). Ocenjevanje v visokem šolstvu: ovira ali spodbuda za kakovosten študij. V: K. Aškerc, S. Cvetek, V. Florjančič, M. Klemenčič, B. Marentič Požarnik in S. Rutar (ur.). Izboljšanje kakovosti poučevanja in učenja v visokošolskem izobraževanju. Ljubljana: Center RS za mobilnost in evropske programe izobraževanja in usposabljanja, str. 64–69. Izboljševanje kakovosti poučevanja in učenja v visokošolskem izobraževanju Improving the quality of teaching and learning i
15. Šteh, B. in Šarić, M. (2020). Uveljavljanje formativnega ocenjevanja v visokošolskem izobraževanju. Psihološka obzorja [Spletna izd.], 29, posebna tema, str. 79–86. Psihološka obzorja :: Horizons of Psychology in ID=3084808