Menù principale
B029225 - SOCIO-EDUCATIONAL COORDINATION OF TERRITORIAL SERVICES
Main information
Teaching Language
Course Content
Suggested readings
Learning Objectives
Prerequisites
Teaching Methods
Type of Assessment
Course program
Academic Year 2018-19
Coorte 2018 - Second Cycle Degree in SCIENCES OF ADULT AND CONTINUING EDUCATION AND SCIENCES OF PEDAGOGY
Course year
First year - First Semester
Belonging Department
Education, Languages, Intercultures, Literatures and Psychology (FORLILPSI)
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
13/09/2018 ⇒ 16/12/2018
Attendance required
No
Type of Evaluation
Final Grade
Course Content
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Course program
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Lectureship
Teaching Language
italian/english
Course Content
The Course focused on the topic of pedagogical coordination, specifying its theoretical profile, and its intervention contexts. Deepens the legislation on the topic, focusing on practical italian experiences. It also examines the set of actions and tasks that concern the professionalism of the pedagogical coordinator. Attention is given to the knowledge of methodologies and practices related to pedagogical coordination in Early Childhood Education and Care services for the age group 0-6 years.
Suggested readings (Search our library's catalogue)
) E. Catarsi (2010). Coordinamento pedagogico e servizi per l’infanzia. Parma, Junior.
2) The essays uploaded on Moodle page specifically dedicated to the Course.
(Both reference texts are compulsory)
2) The essays uploaded on Moodle page specifically dedicated to the Course.
(Both reference texts are compulsory)
Learning Objectives
Providing skills and knowledge on the development of the pedagogical coordinator in various educational and training contexts;
- acquiring knowledge on the tasks of the pedagogical coordinator, with a look at international contexts as well;
- developing methodological skills, useful to design and carry out intervention strategies linked to pedagogical coordinator’s functions.
These objectives are formulated on the basis of Dublin descriptors, namely:
1) Knowledge, and understanding skills: knowing and being able to distinguish the actions of coordination within the contexts in which the pedagogist’s intervention is required.
2) Knowledge, and understanding skills applied: knowing how to apply the knowledge learned, in order to solve specific problems of working contexts in which the pedagogical coordinator is working.
3) Autonomy of judgment: being able to recognize the mechanisms that underlie the set of relational difficulties, within a collegiality.
4) Communication skills: knowing how to use and manage the various languages involved in educational actions, aimed at fostering relationships within the working group.
5) Learning skills: being able to promote networking, within a territorial context.
- acquiring knowledge on the tasks of the pedagogical coordinator, with a look at international contexts as well;
- developing methodological skills, useful to design and carry out intervention strategies linked to pedagogical coordinator’s functions.
These objectives are formulated on the basis of Dublin descriptors, namely:
1) Knowledge, and understanding skills: knowing and being able to distinguish the actions of coordination within the contexts in which the pedagogist’s intervention is required.
2) Knowledge, and understanding skills applied: knowing how to apply the knowledge learned, in order to solve specific problems of working contexts in which the pedagogical coordinator is working.
3) Autonomy of judgment: being able to recognize the mechanisms that underlie the set of relational difficulties, within a collegiality.
4) Communication skills: knowing how to use and manage the various languages involved in educational actions, aimed at fostering relationships within the working group.
5) Learning skills: being able to promote networking, within a territorial context.
Prerequisites
Basic elements of General and Social Pedagogy
Teaching Methods
Lectures, group-work, seminars.
Type of Assessment
The final exam will be written, and i twill be articulated in the following ways: a review of the compulsory reference book, to be sent to the Professor at least 10 days before the exam date; 5 open-ended questions concerning the materials uploaded on Moodle open-access platform. 60’ will be assigned for the performance of the classroom test. To the review, it will be assigned a maximum score of 10 points; to the answers to open-ended questions, it will be assigned a score from 0 to 4 points per question. For attending students, there will be also tests in itinere, once those topics the in itinere tests are focused on will have been thoroughly deepened. Non-attending students must follow what described here above.
Course program
Starting from the study of books and of materials uploaded on Moodle, the student will be able to clarify the theoretical and practical meaning and role of pedagogical coordinator. Through the books and the planned materials, the student will be able to know the main experiences of pedagogical coordination, deepening the range of practices related to this professional profile, both in Italy and in Europe. In order to positively pass the test, the texts and the material on Moodle required to be studied in their entirety, because only through the comprehension of the complexity of all the topics the student will be able to construct a clear and meaningful framework of pedagogical coordination, in the different formal and informal contexts, consequently acquiring the skills for planning coordination interventions. To this end, the Course will be enriched by meeting with pedagogists and educators involved in pedagogical coordination.