The course will have two scientific focus: 1) presentation and deepening of pedagogy as a science and as a theoretical source of educative action; 2) educational practices and educational relationship: links and junctures within the school context. There will be further discussion related to classical texts and authors of pedagogic literature.
Course Content - Last names M-Z
CONTENTS
The course intends to make known the theoretical-empirical foundations of pedagogy and the models of educational action. The setting, observation and management of the educational activity within the classroom will be built and in relation to the school organizational context of the elementary school and the primary school.
F. Cambi; M. giosi; A. Mariani; D. Sarsini, Pedagogia generale, Roma, Carocci, 2015, pp
J. Dewey, Scuola e società, Firenze, La Nuova Italia, 1979
M. Recalcati, L'ora di lezione, Torino, Einaudi, 2014
F. Cambi, Omofobia a scuola. Una classe fa ricerca, Pisa, ETS, 2015
R. Certini, L'esperienza artistica nella scuola italiana, in "Studi sulla formazione", n 2, 2014
3 total texts.
R. Biagioli, T. Zappaterra (edited by), The Primary School. Subjects, Methodologies and Didactics, ETS, Pisa 2010.
R. Biagioli, The Pedagogy of Reception, ETS, Pisa 2008.
J. Dewey, School and Society, Florence, La Nuova Italia, 1979.
Learning Objectives - Last names A-L
The course intends to introduce students to the theoretical foundations of pedagogical science and the main trends of thought (activism, pragmatism, phenomenology, etc.). The classical authors of contemporary pedagogy will also be approached from Jhon Dewey. The course also aims to offer a method of study and research, involving students directly in the preparation and presentation of the lessons.
Learning Objectives - Last names M-Z
Acquire planning and management skills, educational activities;
Understand the relationship between Educational Planning and Organizational Context;
Learn to analyze educational relationships in a school context;
Know how to activate relational-communicative skills in educational and training contexts;
Know how to distinguish between relational-communicative, didactic-disciplinary and organizational skills
Prerequisites - Last names A-L
No profound knowledge of pedagogical science is required, but some basic knowledge as being able to argue around the concept of education, education and training. A good interpretation of texts and adequate language preparation is required to properly discuss the various topics that will be discussed during the lessons.
Prerequisites - Last names M-Z
No profound knowledge of pedagogical science is required, but some basic knowledge as being able to argue around the concept of education, education and training. A good interpretation of texts and adequate language preparation is required to properly discuss the various topics that will be discussed during the lessons.
Teaching Methods - Last names A-L
Some lessons will be held in a traditional way with frontal method. Subsequently, after addressing the epistemic character of the discipline, students will be asked to participate directly in the organization of lessons, with speach readings, interventions and oral presentation of some materials.
Finally some meetings with students will take place offsite, involving other educational institutions and museum complexes.
Teaching Methods - Last names M-Z
The lessons will take place in a traditional, frontal way. Subsequently, after dealing with the epistemic character of the discipline, students will be asked to participate directly in the organization of the lessons with readings, interventions and oral exposure of some materials.ll course provides approximately 6 hours of design within which they will be developed The principles of writing an educational design through group work
Further information - Last names M-Z
None
Type of Assessment - Last names A-L
The exam will take place in written form, using a multiple choice questionnaire. The questions will be 50 and the final vote will be expressed in thirtieths.
For those who wish to move their vote, an oral test is to be agreed with the teacher, after passing the written exam.
Type of Assessment - Last names M-Z
The exam will take place in oral form on the planned texts. During the course, an intermediate training test will be carried out
Of a multi-choice questionnaire consisting of 20 open and closed answer questions on the topics addressed. The test on the questionnaire will take approximately one hour and the vote will be expressed in thirty-five. Voting will be completed by the oral examination with two written questions.
Course program - Last names A-L
The course will have two scientific focus: 1) presentation and deepening of pedagogy as a science and as a theoretical source of educative action; 2) educational practices and educational relationship: links and junctures within the school context. There will be further discussion related to classical texts and authors of pedagogic literature.
The course program was thought consistently with the formation of the new teacher: from a good theoretical and epistemic reflection on the nature of the science of education, we move to the discussion, through direct and shared experience, on educational practices. Students can visit some schools and museums so they can personally and directly test how educational good practices can be applied and develop greater awareness about the social and cultural responsibilities of teacher.
Course program - Last names M-Z
The course intends to make known the assumptions and orientations of the educational actions aimed at promoting, consolidating and developing the teaching experiences of primary and secondary school