The course aims to achieve the following training objectives, broken down according to the Dublin Descriptors:
1. (knowledge and understanding) advanced knowledge and ability to understand the main pedagogical constructs and assumptions underlying educational research
2. (applying knowledge and understanding) ability to apply knowledge in the planning and implementation of educational interventions in the motor-sports context
3. (making judgements) ability to collect and interpret data, documents and texts deemed useful to determine autonomous judgements; critical-reflective skills necessary to identify the strengths and weaknesses of educational projects, ability to evaluate the quality of training strategies to be applied in the motor-sports context, to critically examine one's own work
4. (communication skills) knowing how to communicate information, ideas, problems and solutions to specialist and non-specialist interlocutors (families); communication and relational skills that can be applied within the educational process
5. (learning skills) ability to learn as a function of managing complex professional activities and projects that require taking responsibility for decisions in unpredictable work contexts; ability to learn as a function of identity construction and professional development
The course includes basic prerequisites (knowledge required for access to the degree course):
ability to understand a text
oral communication skills
The teaching activities will be carried out in a dialogic and interactive manner aimed at promoting the student's critical reflection through the use of critical incidents and case studies. The students will be asked to tackle real educational problems by working in small groups (shared and distributed learning).
The course aims to promote creativity, the construction of open pedagogical knowledge through experiential learning methods based on the sequence: experience, sharing, process, generalization, application.
The expected learning outcomes will be assessed throughout the course through the use of the Mentimeter app with multiple-choice questions and at the end of the course through an oral exam. The assessment criteria used to assess learning outcomes during the oral exam include:
- the completeness and relevance of the knowledge acquired
- the ability to create personal connections between content and connect it to real-world work situations
- proficiency in the use of pedagogical vocabulary and scientific terminology
- the ability to critically analyze educational problems and propose solutions and interventions
Skills will be assessed through an oral exam designed to test knowledge of the course content and the ability to apply it in a professional context, the ability to reflect independently, and the use of appropriate scientific language. Grades will be expressed in thirtieths and will therefore range from 18/30 to 30/30 with honors, depending on the level of proficiency demonstrated in the oral exam. An exam will be considered excellent if it demonstrates a thorough, comprehensive, and timely understanding of the course content and mastery of scientific language. A fair exam will be considered satisfactory if it demonstrates an overall adequate understanding of the course content and the appropriate use of scientific language. A satisfactory exam will be considered satisfactory if it demonstrates limited and superficial knowledge of the course content and the approximate use of scientific language. A poor exam will be considered insufficient if it demonstrates difficulty navigating the course content, the presence of gaps in training, the inappropriate use of scientific language, or a predominantly rote understanding.
1) Kanizsa S., Mariani A.M. (2023). Pedagogia generale. Pearson, Milano-Torino
2) Simeone D. (a cura di ) 2024. Dizionario di Pedagogia generale e sociale. Scholè, Brescia
The course aims to reconstruct the historical passages of Pedagogy as a science of education and introduces the main theoretical constructs by analyzing them from an epistemological, methodological and practical perspective. The fundamental pedagogical categories, the methodologies of educational research and the main models of analysis of educational processes will be explored in depth. Furthermore, particular attention will be paid to the role of reflexivity in educational work through the use of narrative.
The contents that will be addressed concern:
the concept of education
the educational relationship
the elements and purposes that characterize educational work
the plurality of educational contexts
the skills of the educator
the relational and emotional aspects that influence educational action
