Training didactics (2017/2018)

Learning outcomes

A teaching approach does not only belong to the field of education. Indeed it is possible to think of a form of teaching which is specific to a learning context within vocational training and work, aiming to derive knowledge from and through practical activities. The course aims at letting students:
- know, in their main lines, the different contexts of vocational education and training in Italy,
- gain a general overview on current vocational education and training system in Italy;
- reflect critically on the meaning of concepts such as didactics, work, training, learning;
- grasp the existing link between analysis of work practices, training and narration (including literary and film);
- describe the main features of a model of "training didactics" inspired by a reflective rationality and intended to accompany the teaching of the knowledge of the experience;
- know the essential elements of film language and its interpretation;
- reflect critically on the meaning of some movies on work;
- analyse the working practices narrated in some films;
- understand the epistemology of practice based on a reflective rationality;
- understand a phenomenological and narrative approach to the analysis of the work practices;
- apply the acquired knowledge in simulated training contexts;
- reflect on the course by developing awareness of the implemented learning processes.

Syllabus

The course will deal with the following topics:
- Vocational education and training as a specific context for reflecting upon teaching approach;
- Understanding the relevance of work practice for the improvement of vocational education practices;
- Epistemology of practice based upon reflection in/on action;
- Work practice and personal experience as sources of knowledge;
- Analysis of work practice and narrative inquiry;
- Novels and movies as source for research and tool for vocational education;
- Movie on work,
- analysing working practices through movies.
- Teaching approach in vocational training as didactics of reflected experience;
- The relationship between learning and work.

Bibliography:

1. BRUNI, L. (2014). Fondati sul lavoro. Milano: Vita e Pensiero, pp. 159.

2. TACCONI, G. (2015). Tra Scuola e lavoro. Una prospettiva didattica sul secondo ciclo del sistema educativo di istruzione e formazione. Roma: LAS. Chapters: 2 (L’assetto ordinamentale attuale del secondo ciclo del sistema di istruzione e formazione), 5 (Per una didattica del secondo ciclo) and 6 (Nodi, problemi e prospettive).

3. PERETTI, A. (2015). Genius faber. Il lavoro italiano come arte di vivere. Milano: Ipoc.

4. LIPARI, D. (2014). Storie di formatori. Esperienza, apprendimento, professione. Milano: Franco Angeli, pp. 145.

5. TACCONI G. (2011), La didattica al lavoro. Analisi delle pratiche educative nell’istruzione e formazione professionale, FrancoAngeli, Milano, pp. 336.

6. Materials available on the course website.

Assessment methods and criteria

Assessment modalities:
The assessment will also include 1) the evaluation of a student’s personal written work to be approved by the teacher; 2) a written examination and 2) an oral exam. Further details will be provided at the beginning of the course in the Course Syllabus.

Notes
The written work can be done according to two options (I-video or analysis of a movie about work) that will be shown during the course.
Students have to consult the Syllabus on the teacher’s personal page.

STUDENT MODULE EVALUATION - 2017/2018