Main menu
B029183 - GENERAL DIDACTICS FOR TEACHER TRAINING
Main information
Teaching Language
Course Content
Suggested readings
Learning Objectives
Prerequisites
Teaching Methods
Further information
Type of Assessment
Course program
Sustainable Development Goals 2030
Academic Year 2022-23
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/03 - METHODOLOGIES OF TEACHING AND SPECIAL EDUCATION
Credits
6
Teaching Hours
36
Teaching Term
12/09/2022 ⇒ 02/12/2022
Attendance required
No
Type of Evaluation
Final Grade
Course Content
show
Course program
show
Lectureship
Teaching Language
Italian
Course Content
/
Suggested readings (Search our library's catalogue)
G. Franceschini, Che cos'è la conoscenza?, Mimesis, 2017.
E. Morin, I sette saperi necessari all'educazione del futuro, Cortina, Milano 2001.
F. Cambi, Storia della pedagogia, Laterza, Bari 1994 , chapters 3 e 4
Articles: two among the following
G. Franceschini, Didattica generale: dai temi emergenti allo statuto epistemologico, Studi sulla Formazione, 2018.
G. Franceschini, Lezioni efficaci: dalla ricerca educativa alla pratica didattica, Nuova Secondaria Ricerca, Giugno 2018.
G. Franceschini, Didattica generale e valutazione espansa, Studi sulla formazione, 1, 2018.
G. Franceschini, Colto, competente o consapevole? Modelli di insegnante a confronto, Studi sulla Formazione, 2019.
G. Franceschini, Didattica generale. Ambiti di intervento e struttura epistemologica, Studi sulla Formazione, 2020.
Guidelines 2012 per la scuola secondaria di primo grado, 2010 per i Licei, 2010 e successive per gli Istituti tecnici e per l' Istruzione professionale, tutte consultabili nel sito del MIUR.
E. Morin, I sette saperi necessari all'educazione del futuro, Cortina, Milano 2001.
F. Cambi, Storia della pedagogia, Laterza, Bari 1994 , chapters 3 e 4
Articles: two among the following
G. Franceschini, Didattica generale: dai temi emergenti allo statuto epistemologico, Studi sulla Formazione, 2018.
G. Franceschini, Lezioni efficaci: dalla ricerca educativa alla pratica didattica, Nuova Secondaria Ricerca, Giugno 2018.
G. Franceschini, Didattica generale e valutazione espansa, Studi sulla formazione, 1, 2018.
G. Franceschini, Colto, competente o consapevole? Modelli di insegnante a confronto, Studi sulla Formazione, 2019.
G. Franceschini, Didattica generale. Ambiti di intervento e struttura epistemologica, Studi sulla Formazione, 2020.
Guidelines 2012 per la scuola secondaria di primo grado, 2010 per i Licei, 2010 e successive per gli Istituti tecnici e per l' Istruzione professionale, tutte consultabili nel sito del MIUR.
Learning Objectives
The goals are based on the descriptors of Dublin
1. Knowledge and understanding: knowing and knowing how to orientate the models and the theories of inclusive pedagogy with particular attention to the significance of the communicative and affective components of the educational relationship and the socio-cultural context of life.
2. Applied knowledge and understanding: know and know how to apply operational tools for school inclusion.
3. Autonomy of judgment: know how to analyze research practices and training on inclusion.
4. Communicative Skills: Know and Use Proper Terminology.
5. Learning Skills: Know how to transfer the theoretical knowledge in the school context.
1. Knowledge and understanding: knowing and knowing how to orientate the models and the theories of inclusive pedagogy with particular attention to the significance of the communicative and affective components of the educational relationship and the socio-cultural context of life.
2. Applied knowledge and understanding: know and know how to apply operational tools for school inclusion.
3. Autonomy of judgment: know how to analyze research practices and training on inclusion.
4. Communicative Skills: Know and Use Proper Terminology.
5. Learning Skills: Know how to transfer the theoretical knowledge in the school context.
Prerequisites
Good reading and writing skills.
Teaching Methods
Frontal lessons, group work, meetings with didactic experts.
Further information
We recommend attending classes
Type of Assessment
Oral examination
Course program
History of teaching
Teaching methodologies for secondary school
Teacher's skills
The contents of the course are divided into three learning units of 3/5 lessons each.
First learning unit:
the historical development of modern and contemporary teaching: Comenius, Rousseau, Dewey, Bruner, Morin
the development of the Italian training system from 1945 to today.
Second learning unit:
National guidelines 2012 for lower secondary school (first cycle of education)
the 2010 national guidelines for upper secondary school (second cycle of education)
Third learning unit:
teaching methodologies for secondary school, from the various types of lessons to the management of the class group,
the tools for planning and evaluating didactic activities.
Teaching methodologies for secondary school
Teacher's skills
The contents of the course are divided into three learning units of 3/5 lessons each.
First learning unit:
the historical development of modern and contemporary teaching: Comenius, Rousseau, Dewey, Bruner, Morin
the development of the Italian training system from 1945 to today.
Second learning unit:
National guidelines 2012 for lower secondary school (first cycle of education)
the 2010 national guidelines for upper secondary school (second cycle of education)
Third learning unit:
teaching methodologies for secondary school, from the various types of lessons to the management of the class group,
the tools for planning and evaluating didactic activities.
Sustainable Development Goals 2030
4, 10, 16