Faculty of Management (SERBIA)
About this paper:
Appears in: ICERI2009 Proceedings
Publication year: 2009
Pages: 7167-7175
ISBN: 978-84-613-2953-3
ISSN: 2340-1095
Conference name: 2nd International Conference of Education, Research and Innovation
Dates: 16-18 November, 2009
Location: Madrid, Spain
Learning is becoming individualized and decentralized and is based on self-action, communication and togetherness. The role of teacher has also changed. He or she is now a mentor, an organizer, an active partner in conversation. In global culture people need all skills so that, as citizens, they could be included in democratic processes.
Bologna process of transformation of higher education in Serbia means not only tuning of the curricula and programs, ranking, etc. but a completely new approach to the teaching process. Instead of just transferring existing fact, teacher assumes the role of inspirator and leader of groups of students. That requires special preparation, redefining the goals and methods of teaching and taking more responsibility. Working in this way, students receive not only answers for questions of “WHAT”, but also the answers for “HOW”. Mentoring work at FAMu in which the speakers are more inspirators, routers and team leaders, (this is the practice since 2003.) started with specialised education and training of teachers. Training of teachers for this way of work is required precondition of transition to the Bologna way of study. Training mentors, leaders and inspirators in teaching includes clearly defined objectives of training and overcoming resistance to change in a collective. Model of training for teachers was successfully conducted at the FAM and it is giving it’s first results.
Professors are faced with important task – to assure students that they carry the biggest part of responsibility. Tutorial work shifts the discourse from recognition and comprehension of information to a higher level of skill of critical thinking through observation, analysis and evaluation of information. Mentoring is a structured and trusting relationship that brings young people together with caring individuals who offer guidance, support and encouragement aimed at developing the competence and character of the mentee. A mentor is an adult who, along with parents, provides a young person with support, counsel, friendship, reinforcement and constructive example. Mentors are good listeners, people who care, people who want to help young people bring out strengths that are already there. A mentor is not a foster parent, therapist, parole officer, or cool peer.
We support an approach of empowerment through education. These concepts are very important for mutual respect of both students and professors in the process of knowledge sharing.
Tutorial work/mentoring - is one of the steps in education process.
The next step is learning based on projects and team work. During this phase a professor acquires a role of a trainer. Their task is to choose best tools which will help students to work in small groups on their own.
The third step is implementation of criteria for work evaluation. During this phase professors are put in the equal position with their students. By implementing criteria for work evaluation, both professors and students are empowered to talk about quality of shared knowledge.

, tutor, tutorial work, mentor, mentoring, team work, goals and methods.