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B029301 - General pedagogy for teaching
Main information
Teaching Language
Course Content
Suggested readings
Learning Objectives
Teaching Methods
Further information
Type of Assessment
Course program
Academic Year 2021-22
Course year
Third year - Second Semester
Belonging Department
Humanities (DILEF)
Course Type
Single education field course
Scientific Area
M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION
Credits
6
Teaching Hours
36
Teaching Term
21/02/2022 ⇒ 03/06/2022
Attendance required
Yes
Type of Evaluation
Final Grade
Course Content
show
Course program
show
Lectureship
Mutuality
Course teached as:
B029301 - PEDAGOGIA GENERALE PER L'INSEGNAMENTO
3-years First Cycle Degree (DM 270/04) in LANGUAGE AND LITERATURE STUDIES
Curriculum LETTERE MODERNE
B029301 - PEDAGOGIA GENERALE PER L'INSEGNAMENTO
3-years First Cycle Degree (DM 270/04) in LANGUAGE AND LITERATURE STUDIES
Curriculum LETTERE MODERNE
Teaching Language
Italian
Course Content
The course aims to develop critical-reflective skills necessary to face the current educational challenges starting from the training needs of the new generations. Therefore the following topics will be treated: Teaching professionalism, The paradigm of care in education , Relational dynamics in the classroom, Educational design, The intercultural perspective in the contemporary school, Gender as a principle of equality and inclusion, Educational leadership.
Suggested readings (Search our library's catalogue)
Boffo V., Relazioni educative: tra comunicazione e cura. Autori e testi, Apogeo, Adria (RO) 2011.
Cambi F., Le pedagogie del Novecento, Laterza, Roma-bari 2005.
Dello Preite F. (a cura di), Dirigere le scuole al tempo della pandemia. Esperienze e riflessioni, FrancoAngeli, Milano 2022.
Ulivieri S. (a cura di), Insegnare nella scuola secondaria. Per una declinazione della professionalità docente, ETS, Pisa 2012, pp. 45-191 e 249-321).
Cambi F., Le pedagogie del Novecento, Laterza, Roma-bari 2005.
Dello Preite F. (a cura di), Dirigere le scuole al tempo della pandemia. Esperienze e riflessioni, FrancoAngeli, Milano 2022.
Ulivieri S. (a cura di), Insegnare nella scuola secondaria. Per una declinazione della professionalità docente, ETS, Pisa 2012, pp. 45-191 e 249-321).
Learning Objectives
The objectives are declined on the basis of the Dublin descriptors:
1. Knowledge and understanding: Know and be able to identify the models and theories of General Pedagogy and Educational Sciences; Recognize educational and training processes in formal, informal and non-formal contexts; Know and distinguish between Mega, Macro, Meso and Micro contexts by identifying pedagogical-didactic-educational variables
2. Applying knowledge and understanding: Define and evaluate the different application of theories and models starting from the differentiation of contexts, subjects and processes;
3. Making judgments: distinguish the different pedagogical theories and know how to apply them at a practical-empirical level within educational institutions;
4. Communication skills: be able to communicate educational knowledge by adapting it to the contexts and environmental conditions of the class;
5. Learning skills: be able to build an autonomous research path and be able to carry out surveys in research practice; knowing how to transfer theoretical knowledge in school empirical contexts.
1. Knowledge and understanding: Know and be able to identify the models and theories of General Pedagogy and Educational Sciences; Recognize educational and training processes in formal, informal and non-formal contexts; Know and distinguish between Mega, Macro, Meso and Micro contexts by identifying pedagogical-didactic-educational variables
2. Applying knowledge and understanding: Define and evaluate the different application of theories and models starting from the differentiation of contexts, subjects and processes;
3. Making judgments: distinguish the different pedagogical theories and know how to apply them at a practical-empirical level within educational institutions;
4. Communication skills: be able to communicate educational knowledge by adapting it to the contexts and environmental conditions of the class;
5. Learning skills: be able to build an autonomous research path and be able to carry out surveys in research practice; knowing how to transfer theoretical knowledge in school empirical contexts.
Teaching Methods
Lectures, group work, seminar
Further information
See the MOODLE class of the course of the course.
Type of Assessment
Oral examination.
Course program
The course aims to develop critical-reflective skills necessary to face the current educational challenges starting from the training needs of the new generations. Therefore the following topics will be treated: Teaching professionalism, The paradigm of care in education , Relational dynamics in the classroom, Educational design, The intercultural perspective in the contemporary school, Gender as a principle of equality and inclusion, Educational leadership.
The objectives are declined on the basis of the Dublin descriptors:
1. Knowledge and understanding: Know and be able to identify the models and theories of General Pedagogy and Educational Sciences; Recognize educational and training processes in formal, informal and non-formal contexts; Know and distinguish between Mega, Macro, Meso and Micro contexts by identifying pedagogical-didactic-educational variables
2. Applying knowledge and understanding: Define and evaluate the different application of theories and models starting from the differentiation of contexts, subjects and processes;
3. Making judgments: distinguish the different pedagogical theories and know how to apply them at a practical-empirical level within educational institutions;
4. Communication skills: be able to communicate educational knowledge by adapting it to the contexts and environmental conditions of the class;
5. Learning skills: be able to build an autonomous research path and be able to carry out surveys in research practice; knowing how to transfer theoretical knowledge in school empirical contexts.
The objectives are declined on the basis of the Dublin descriptors:
1. Knowledge and understanding: Know and be able to identify the models and theories of General Pedagogy and Educational Sciences; Recognize educational and training processes in formal, informal and non-formal contexts; Know and distinguish between Mega, Macro, Meso and Micro contexts by identifying pedagogical-didactic-educational variables
2. Applying knowledge and understanding: Define and evaluate the different application of theories and models starting from the differentiation of contexts, subjects and processes;
3. Making judgments: distinguish the different pedagogical theories and know how to apply them at a practical-empirical level within educational institutions;
4. Communication skills: be able to communicate educational knowledge by adapting it to the contexts and environmental conditions of the class;
5. Learning skills: be able to build an autonomous research path and be able to carry out surveys in research practice; knowing how to transfer theoretical knowledge in school empirical contexts.