EDUCATIONAL PSYCOLOGY

EDUCATIONAL PSYCOLOGY

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iten
Code
84352
ACADEMIC YEAR
2018/2019
CREDITS
9 credits during the 1st year of 8465 Philosophical Methods (LM-78) GENOVA
SCIENTIFIC DISCIPLINARY SECTOR
M-PED/01
LANGUAGE
Italian
TEACHING LOCATION
GENOVA (Philosophical Methods)
semester
1° Semester
Teaching materials

OVERVIEW

Psychopedagogy is a border discipline among General Pedagogy, Didactics and Psychology whose research data makes use within a well-founded relationship. Belonging to the Scientific Disciplinary Sector M-PED/01, it retraces the educational event in its making and plans its optimization mainly through “action research” processes without ever neglect its own historical roots it has in the Pedagogical Activism and in the Early 19th Century Pedagogical Movement.

AIMS AND CONTENT

LEARNING OUTCOMES

It is a border discipline between Pedagogy and Psychology that aims to identify the specificity of educational events and to study the peculiar contribution of the psychopedagogical research. This sector investigates its origins, its developments and its more recent outcomes according to a historical perspective, nevertheless it is intended to elaborate even operating projects in the fields of Didactics and Adult Education. The educational objectives want to make students critically aware of a knowledge that, originally focused on the study of school issues, is now open to all educational areas (even occasional) paying particular attention to the intertwining of emotional and cognitive factors. 

AIMS AND LEARNING OUTCOMES

AIMS

  1. Acquiring the awareness of the fundamentals of Psychopedagogy.
  2. Deeply understanding the interdisciplinarity of Psychopedagogy.
  3. Mastering in a congruent way the specific methodologies Psychopedagogy makes use of both in the research field and in its operative dimensions.
  4. Maturing through specific disciplinary contents the congruence of one’s own course of study.
  5. Using psychopedagogical knowledge to test one’s own professional objectives within the field of Human Sciences.
  6. Orienting one’s own choices towards consequent pathways compared to personal interests, attitudes and inclinations.
  7. Probing one’s own propensity for the psychopedagogical dimension of socio-cultural professions.
  8. Verifying one’s own disposition to teach.
  9. Acquiring the competences required for the access to the teachers' training programmes (Decreto legislativo 13th April 2017 n. 59 and further specifications).
  10. Allowing students to catch the value of tutoring as a relational strategy that is able to connect theory and practice and to promote reflexivity as a way of developing personal and professional abilities.

 

LEARNING OUTCOMES

At the end of the course students should be able to:

  1. present main figures and schools of Psychopedagogy; identify multidisciplinary and interdisciplinary references of educational dimensions; recognize the fundamental argumentative structures of psychopedagogical discourse;
  2. analyse and revise the concepts studied, linking themes, authors and currents of thought; apply fundamental psychopedagogical concepts to different educational contexts;
  3. develop a critical awareness in the educational field; express autonomously and reflexively one's own thought about psychopedagogical knowledge acquired;
  4. get a psychopedagogical lexicon fit to guide the analysis of educational issues; communicate both in oral and written form psychopedagogical main concepts;
  5. interpret critically and probematically the fundamental psychopedagogical concepts even evaluating their impact on one's own life projects.

PREREQUISITES

  1. Although specific prerequisites are not established by the educational program of the Master Degree in Philosophical Methodologies, a previous basic knowledge in Pedagogy and Human Sciences is recommended.
  2. Interest in the subject area.
  3. Motivation to know the epistemologic, historical, learning and applicative aspects of Psychopedagogy.
  4. Personal disposition to get educational knowledge relating to teaching.
  5. Personal disposition to investigate how learnings are acquired and competences are developed.

Teaching methods

The prevalent didactic method is the university lesson ex cathedra.

Traditional academic lessons however alternate with seminars and workshops that require students to participate actively.

The attendance to the lessons is particularly appreciated and valued with a specific test on the topics learned during the course (see assessment methods).

 

SYLLABUS/CONTENT

Contents for students who are taking the 6 CFU course

Psychopedagogy of educational processes: identity, fundamentals and applications of Psychopedagogy

The course introduces to the fundamentals, the methods and the research lines of the discipline paying particular attention to educational pathways at school and in other settings.  School and personological education over the life cycle are the fundamental tracks of the discipline.

The following topics will be developed:

The historical phases of affirmation of Psychopedagogy and the great figures of educators.

The educational relationship and the didactic communication.

The communicative interaction in classroom according to the different pedagogical perspectives.

The pedagogic observation.

The equality of educational opportunities.

Planning, implementing and assessing educational interventions in different contexts.

Active teaching methods.

The contribution of orienteering and evaluation towards a pedagogy of individualization.

C. Rogers person-centered approach.

The comparison of Psychopedagogy with Neurosciences.

Rethinking the contribution of Psychoanalysis to Psychopedagogy.

The Existential Analysis approach in the educational, clinic and corporate fields.

 

Contents for students who are taking the 9 CFU course

Module I: see contents of the 6 CFU course

Module II: Tutoring: a relational way to connect theoretical and practical aspects in teachers' and other professionals' training.

Tutoring is a guided way of teaching and learning that makes the learner active and it represents a good connection between theory and practice. Today it is highly valued in Education (see internships, teacher training and combined study/work experience - L. 107/2015) since it focuses on the relationships between teacher and learner and among students. Tutoring also promotes reflexivity and the tutor's role seems to be crucial in facilitating aware and deliberate actions. Particularly relevant, then, is tutors' psychopedagogical training and the fact tutors are increasingly demanded in the labour market.

The following topics will be developed:

Tutors' profile: expertise, skills and professional  attitudes.

Tutors' psychopedagogical training.

Tutoring and teacher training. 

Tutoring and combined study/work experience. 

Tutoring and psychopedagogical internships. 

E-tutoring.

Tutoring and mentoring.

RECOMMENDED READING/BIBLIOGRAPHY

Bibliography for students who are taking the 6 CFU course

Two texts among:

L. CLARIZIA, Psicopedagogia dello sviluppo umano. Una prospettiva relazionale, Edisud, Salerno, 2005.

L. CISOTTO, Psicopedagogia e didattica. Processi di insegnamento e di apprendimento, Roma, Carocci, 2005.

G. BERTAGNA, P. TRIANI, Dizionario di didattica. Concetti e dimensioni operative, La Scuola, Brescia 2013.

M. LAZZARI, Istituzioni di tecnologia didattica, Studium, Roma, 2017.

Not attending students are required to read a pedagogical classic or a further text among:

O. ROSSI CASSOTTANA, La pedagogia dell'orientamento tra ricerca dei significati e attenzione psicopedagogica alle specificità delle fasi evolutive: verso un progetto di autorientamento, in "Pedagogia oggi", n. 1/2015.

O. ROSSI CASSOTTANA, Riprogettarsi per rimotivarsi: nuovi 'spazi mentali' per la professione docente, in  "Il Nodo. Scuole in rete", n. 42/2012.

A. I. DADDI, Per una pedagogia psicoanalitica: destino di un'utopia e nuovi ambiti di sperimentazione. Considerazioni ed ipotesi sui rapporti tra pedagogia e psicoanalisi, in "International Journal of Psychoanalysis and Education", n. 3/2011 (available on line).

I. VANNINI, Beliefs and motivation to teaching in pre-service teachers. A research within the students of the pre-service university degree course for pre-school and primary school teaching in the University of Bologna, in "Social & Behavioral Sciences", n. 15, 2011, pp. 731-737.

 

Bibliography for students who are taking the 9 CFU course

Two texts among:

L. CLARIZIA, Psicopedagogia dello sviluppo umano. Una prospettiva relazionale, Edisud, Salerno, 2005.

L. CISOTTO, Psicopedagogia e didattica. Processi di insegnamento e di apprendimento, Roma, Carocci, 2005.

G. BERTAGNA, P. TRIANI, Dizionario di didattica. Concetti e dimensioni operative, La Scuola, Brescia 2013.

M. LAZZARI, Istituzioni di tecnologia didattica, Studium, Roma, 2017.

Moreover, for module II, is required the study of:

AA. VV., Il tutoring, "Formazione, Lavoro, Persona", n. 25/2018 (in press).

Not attending students are required to read a pedagogical classic or a further text among:

O. ROSSI CASSOTTANA, La pedagogia dell'orientamento tra ricerca dei significati e attenzione psicopedagogica alle specificità delle fasi evolutive: verso un progetto di autorientamento, in "Pedagogia oggi", n. 1/2015.

O. ROSSI CASSOTTANA, Riprogettarsi per rimotivarsi: nuovi 'spazi mentali' per la professione docente, in "Il Nodo. Scuole in rete", n. 42/2012.

A. I. DADDI, Per una pedagogia psicoanalitica: destino di un'utopia e nuovi ambiti di sperimentazione. Considerazioni ed ipotesi sui rapporti tra pedagogia e psicoanalisi, in "International Journal of Psychoanalysis and Education", n. 3/2011 (available on line).

I. VANNINI, Beliefs and motivation to teaching in pre-service teachers. A research within the students of the pre-service university degree course for pre-school and primary school teaching in the University of Bologna, in "Social & Behavioral Sciences", n. 15, 2011, pp. 731-737.

A. BONDIOLI, L'esempio tra pedagogia e psicologia: modeling, tutoring, scaffolding, in "Mélanges de l'Ecole française de Rome. Italie et Méditerranée", vol. 107, n. 2,1995.

TEACHERS AND EXAM BOARD

Ricevimento: First Semester 2018/2019: Tuesday, 11 a.m.-1 p.m., Via Balbi 2 - III floor (Tel: 010 20951424; 010 2099775). Second Semester 2018/2019: Tuesday, 11 a.m.-1 p.m., Via Balbi 4 - I floor and Thursday, 4-5 p.m., Via Balbi 2 - III floor (Tel: 010 20951424; 010 2099775).  

Exam Board

OLGA ROSSI (President)

ALBERTO GRECO

ANDREA IGNAZIO DADDI

LESSONS

Teaching methods

The prevalent didactic method is the university lesson ex cathedra.

Traditional academic lessons however alternate with seminars and workshops that require students to participate actively.

The attendance to the lessons is particularly appreciated and valued with a specific test on the topics learned during the course (see assessment methods).

 

LESSONS START

Monday 11th March 2019

ORARI

L'orario di tutti gli insegnamenti è consultabile su EasyAcademy.

Vedi anche:

EDUCATIONAL PSYCOLOGY

EXAMS

Exam description

The course includes ongoing assessment tests.

Final examination consists in an oral exam for both attending and not attending students.

 

Assessment methods

During the lessons and/or at the exam attending students will be invited to present a personal work on a theme agreed with the teacher.

Alternatively attending students can take a written test on the contents of the lessons and then conclude their examination orally with a question on a selected text.

A written and oral exam is a chance for students to test different abilities allowing the professor an overall and targeted evaluation.

Not attending students will be assessed through the oral exam only.

 

Both in written and oral examination will be assessed the general exposition, the use of disciplinary lexicon and concepts, the acquired knowledge and the peculiar ways of interpreting educational phenomena.

Written exam assessment is always personalized and detailed in:

acquired contents;

previous cultural skills, if emerging;

pedagogical interpretative capabilities;

acquired disciplinary lexicon and concepts;

clear exposition in Italian.

The general assessment, articulated in more specific evaluations, is expressed in thirties and it corresponds to the 70/80 per cent of the overall judgement. Written exam assessment and its summary offer to the students specified responses on the psychopedagogical abilities acquired and represent powerful motivational factors. 

FURTHER INFORMATION

Students who regularly attend classes may use their course notes as study material that partially replaces the texts.

Some contents of the course may be developed during seminars and attending students will have the chance to define with the teacher a topic on which write a personal report (see Assessment Methods).

Workshops on "Montessori Method between Psychopedagogy and Neurosciences"; "Motivation and Teaching"; "The Person-Centered Approach: Psychopedagogical Applications"; "Biographical Methods between Care and Adult Education"; "Philosophical Practices in the Life span, from P4C to Active Ageing" will respectively be led by P. Trabalzini and G. Bertorello; A. Bobbio and D. Bruzzone; G. Nasta and G. Belgrano; A. I. Daddi and D. Messina; A. Cosentino, A. I. Daddi and F. M. Colombo. Other seminars or “lessons on court” will be communicated during the course.

 

LESSONS TIMETABLE

Monday        12-2 p.m.

Thursday       5-7 p.m.