Team coaching in education 11-CG-11-n
This course has not yet been described...
Major
Cycle of studies
Module type
Year of studies (where relevant)
Course coordinators
Term 2019/SL: | Term 2018/SL: |
Learning outcomes
After completing the module (subject) and confirming the achievement of learning outcomes, the student is able to:
To present structured knowledge about the specifics of coaching in the area of education, including the basic areas and possibilities of using this form of influence.
Design and implement activities supporting participants of educational processes using coaching competences and using selected coaching tools to work with an individual, a group and a team.
Discuss the sense, value and need to take actions to support participants of educational processes, taking into account the ethical context.
Assessment criteria
5 - excellent knowledge, skills and personal and social competence
4.5 - very good knowledge, skills and personal and social competence
4.0 - good knowledge, skills and personal and social competence
3.5 - satisfactory knowledge, skills and personal and social competence, but with significant shortcomings
3.0 - satisfactory knowledge, skills and personal and social competence, but with numerous errors
2.0 - unsatisfactory knowledge, skills and personal and social competence
Bibliography
Basic literature:
Bałachowicz J., Rowicka A. (red.). (2013). Nowoczesny wychowawca: tutor, mentor, coach, Wyższa Szkoła Pedagogiczna TWP, Warszawa.
Kordziński J. (2013). Nauczyciel, trener, coach, Wolter Kluwer, Warszawa.
Perkowska-Klejman A. (2013). Modele refleksyjnego uczenia się, "Człowiek - Teraźniejszość - Edukacja", 1(61), s. 75-90.
Supplementary literature:
Karoń J. (2015). Coaching jako edukacyjna alternatywa w pracy z małym dzieckiem, [w:] J. Uszyńska-Jarmoc, K. Nadachewicz (red.), "Kompetencje kluczowe dzieci i młodzieży", Wydawnictwo Akademickie Żak, Warszawa, s. 289-302.
Kupaj L., Krysa W. (2014). Kompetencje coachingowe nauczycieli, Wolters Kluwer, Warszawa.
Smorczewska, B. (2013). Społeczny kontekst rozwoju: użyteczność wybranych koncepcji psychologii rozwojowej dla relacji coachingu i mentoringu, "Forum Oświatowe", 2(49), 31-40.
Tabor U. (2011). Zagadnienie "zmiany" a możliwości wykorzystania coachingu w edukacji dorosłych, "Rocznik Andragogiczny", s. 82-93.
Weinstein-Fitzgerald K. (1999). Action learning, Wydawnictwo PETiT, Warszawa
Worsztynowicz, A. (2013). Coaching w szkole. Na przykładzie Swiss Cottage School, "Forum Oświatowe", 2(49), 179-183.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: