48
General and Social Pedagogy
REGGIO DI CALABRIA
Overview
Date/time interval
Syllabus
Course Objectives
The course aims to achieve the following learning objectives, defined according to the Dublin Descriptors:
1. (knowledge and understanding) advanced knowledge and understanding of the main pedagogical constructs and innovative perspectives on teaching, necessary to develop original ideas, including for research purposes
2. (applying knowledge and understanding) ability to apply knowledge in the design and implementation of educational and teaching interventions in the school context, as well as to solve problems in interdisciplinary contexts
3. (making judgments) ability to gather and integrate knowledge within the complexity of pedagogical work; formulate independent judgments and understand their ethical and social implications; critical-reflective skills necessary to identify the strengths and weaknesses of educational projects; ability to evaluate the quality of educational strategies to be applied in the school context; and critically examine one's own work
4. (communication skills) ability to communicate information, ideas, problems, and solutions to specialist and non-specialist audiences (families); Communication and interpersonal skills that can be applied to the teaching-learning process
5. (learning skills) The ability to learn in order to manage complex professional activities and projects that require taking responsibility for decisions in unpredictable work contexts; the ability to learn in order to build one's identity and professional development; the development of independent learning skills (learning to learn skills).
Course Prerequisites
The course includes basic prerequisites (knowledge required for access to the degree course):
ability to understand a text
oral communication skills
Teaching Methods
Teaching activities will be conducted in a dialogic and interactive manner, aimed at promoting active participation and critical reflection through the use of critical incidents and case studies. Students will be asked to address real-world educational problems by working in small groups (shared and distributed learning) and will be co-constructors of their own knowledge. To build and share a pedagogical vocabulary, students will be encouraged to share their own naive ideas about education through the Photovoice methodology during the initial phase of the course.
The course aims to foster creativity and the construction of open pedagogical knowledge through experiential learning methods based on the following sequence: experience, sharing, process, generalization, and application.
Assessment Methods
The expected learning outcomes will be assessed on-going through the use of the Mentimeter app with
multiple choice questions and at the end of the course through an oral exam.
The evaluation criteria with which the learning outcomes will be verified include:
- the completeness and relevance of the knowledge acquired
- the ability to create personal connections between contents and link them to real work situations
- ownership in the use of pedagogical vocabulary and scientific terminology
- the ability to critically analyze the educational problem and propose solutions and interventions
The grade will be expressed in thirtieths and will therefore vary from 18/30 to 30/30 with honors, depending on the achievement of the skills shown through the oral test.
An exam that demonstrates a comprehensive, organic, and detailed knowledge of the course content, full mastery of scientific language, and a mature ability to connect real-world situations and engage in critical analysis will be considered excellent (30-30 with honors).
An exam that demonstrates a thorough knowledge of the course content, excellent mastery of scientific language, and a solid ability to connect real-world situations and engage in critical analysis will be considered excellent (28-29).
An exam that demonstrates an adequate knowledge of the course content, good mastery of scientific language, and an adequate ability to connect real-world situations and engage in critical analysis will be considered good (25-27).
An exam that demonstrates a reasonable knowledge of the course content, acceptable mastery of scientific language, and the ability to connect real-world situations and engage in critical analysis will be considered fair (22-24). A pass mark (18-21) will be given to an exam that demonstrates a superficial understanding of the course content, sufficient command of scientific language, and the ability to connect with real-world situations and engage in critical analysis.
A pass mark will be given to an exam that demonstrates difficulty navigating the course content, the presence of gaps in training, inappropriate use of scientific language, or a predominantly rote understanding.
Texts
1) Kanizsa S., Mariani A.M. (2023). Pedagogia generale. Pearson, Milano-Torino
2) Biesta G. J. J. (2022). Riscoprire l'insegnamento. Raffaello Cortina, Milano.
3) Simeone D. (2024) (a cura di). Dizionario di Pedagogia generale e sociale. Scholè, Brescia
Contents
The course introduces the main theoretical constructs of Pedagogy as a science and aims to examine its epistemological, methodological and practical issues. The contents that will be addressed concern:
education today between common sense and science
the elements and purposes that characterize educational work
the plurality of educational contexts
teacher competences
school-family partnership
the educational relationship as a tool for doing education
emotional competence and group management
The basic contents will be explored in the context of teaching training and what it means to exist and act as a teacher today. Furthermore, particular attention will be paid to the role of reflexivity in educational work through the use of narrative.