Ο εκπαιδευτής στην εκπαίδευση ενηλίκων

Abstract

What is an adult educator; What skills are necessary in order to be an adult educator;

Tthey come into adult education from school teaching, further or higher education, industry, local authorities, voluntary organisations and work part-time and full-time. Many still combine the teaching of adults with other teaching or jobs outside education, and a large number are retired from full-time employment (Boshier, 2005, Coare & Johnston, 2003). An educator can contribute his quota to the national development through teaching and research (Oni, 2007).

Peter Jarvis (2000:183) suggests a triple foundation of the adult educator’s knowledge, skills and attitude and Paul Demunter (2003:92) divides into four levels the knowledge and capabilities an adult educator needs (Kokkos, 2007).

The adult educator’s role has many faces (Willis, 2002): is to challenge the learner to move to increasingly advanced stages of personal development (Cross, 1981), as change agent and programmer (Boone, Safrit & Jones, 2002), as coordinator and as counsellor (Kokkos, 2007).

Greek educators-trainers in non-formal education are paid by the hour for the particular programme after they have attended special training seminars (Sipitanou & Zarifis, 2006).