Menù principale
B029228 - HISTORY OF EDUCATIONALM PROCESSES FOR TEACHER TRAINING
Main information
Teaching Language
Course Content
Suggested readings
Learning Objectives
Prerequisites
Teaching Methods
Type of Assessment
Course program
Academic Year 2020-21
Coorte 2020 - Second Cycle Degree in SCIENCES OF ADULT AND CONTINUING EDUCATION AND SCIENCES OF PEDAGOGY
Course year
First year - Second Semester
Belonging Department
Education, Languages, Intercultures, Literatures and Psychology (FORLILPSI)
Course Type
Single education field course
Scientific Area
M-PED/02 - HISTORY OF PEDAGOGY AND EDUCATION
Credits
6
Teaching Hours
36
Teaching Term
24/02/2021 ⇒ 05/06/2021
Attendance required
No
Type of Evaluation
Final Grade
Course Content
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Course program
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Lectureship
Teaching Language
Lessons will be held in Italian.
Course Content
The course is intended as a general introduction to the school system and the teaching profession according to historical and social parameters.
Suggested readings (Search our library's catalogue)
- S. Brint, Scuola e società, Bologna, il Mulino, 2007 [2° ediz. riveduta].
- P. Causarano, Mestiere, professione o funzione? Gli insegnanti, in P. Causarano, L. Falossi, P. Giovannini (a cura di), Mondi operai, culture del lavoro e identità sindacali. Il Novecento italiano, Roma, Ediesse, 2008, pp. 183-202.
- P. Causarano, Dimensioni e trasformazioni della professionalità, in A. Cipriani, A.Gramolati, G. Mari (a cura di), La Quarta Rivoluzione Industriale e le trasformazioni del lavoro, Firenze, FUP, 2018, pp. 159-174.
- M. Gattullo, Sul profilo professionale dell'insegnante, in «Scuola e Città», 1985, n. 7, pp. 288-302.
- M. Galfré, Tutti a scuola! L’istruzione nell’Italia del Novecento, Roma, Carocci, 2017.
- M. Baldacci (a cura di), La formazione dei docenti in Europa, Milano, Bruno Mondadori, 2013.
- P. Causarano, Mestiere, professione o funzione? Gli insegnanti, in P. Causarano, L. Falossi, P. Giovannini (a cura di), Mondi operai, culture del lavoro e identità sindacali. Il Novecento italiano, Roma, Ediesse, 2008, pp. 183-202.
- P. Causarano, Dimensioni e trasformazioni della professionalità, in A. Cipriani, A.Gramolati, G. Mari (a cura di), La Quarta Rivoluzione Industriale e le trasformazioni del lavoro, Firenze, FUP, 2018, pp. 159-174.
- M. Gattullo, Sul profilo professionale dell'insegnante, in «Scuola e Città», 1985, n. 7, pp. 288-302.
- M. Galfré, Tutti a scuola! L’istruzione nell’Italia del Novecento, Roma, Carocci, 2017.
- M. Baldacci (a cura di), La formazione dei docenti in Europa, Milano, Bruno Mondadori, 2013.
Learning Objectives
The objectives are based on the Dublin descriptors:
1. Knowledge and understanding: To understand how educational institutions and the teaching profession we know today are the fruit and expression of a particular historical and social process that has its roots in the late 18th and early 19th centuries. To know the evolution that these institutions and professions have had during the 19th and 20th centuries and to understand their motivations. To deepen the character of the school as it has evolved in recent decades.
2. Applying knowledge and understanding: To acquire an appropriate language to reason in historical-social terms of the Italian and European school system.
3. Making judgements: to understand in non passive terms what is declined by the teacher in class or what is written in the reference textbooks, but to take a critical and interlocutory position, which can be manifested in class (through questions), and through the use of open forums on the moodle platform.
4. Communication skills: participate in a group discussion through the forums activated in the moodle platform and related to the different topics covered in the lesson.
5. Learning skills: to develop the need for a deeper and more articulated vision of the topics of the course, which can be achieved, first of all, through the literature of texts other than those indicated in the exam program.
1. Knowledge and understanding: To understand how educational institutions and the teaching profession we know today are the fruit and expression of a particular historical and social process that has its roots in the late 18th and early 19th centuries. To know the evolution that these institutions and professions have had during the 19th and 20th centuries and to understand their motivations. To deepen the character of the school as it has evolved in recent decades.
2. Applying knowledge and understanding: To acquire an appropriate language to reason in historical-social terms of the Italian and European school system.
3. Making judgements: to understand in non passive terms what is declined by the teacher in class or what is written in the reference textbooks, but to take a critical and interlocutory position, which can be manifested in class (through questions), and through the use of open forums on the moodle platform.
4. Communication skills: participate in a group discussion through the forums activated in the moodle platform and related to the different topics covered in the lesson.
5. Learning skills: to develop the need for a deeper and more articulated vision of the topics of the course, which can be achieved, first of all, through the literature of texts other than those indicated in the exam program.
Prerequisites
Knowledge of the main events in the history of the XVIII-XXI centuries. Additional use of contemporary history manuals.
Teaching Methods
Frontal lessons, participation in the forums activated on the moodle platform.
Type of Assessment
The learning test will be done orally, with a final exam on the general part of the program, and any intermediate tests.
Course program
1. The historical processes that have led to the institutionalisation of training processes );
2. The social function of school systems;
3. The historical origins and social dimension of the teaching profession;
4. The salient stages of the history of the Italian school;
5. Professional models, professionnality and teachers training.
2. The social function of school systems;
3. The historical origins and social dimension of the teaching profession;
4. The salient stages of the history of the Italian school;
5. Professional models, professionnality and teachers training.