| Unit | Credits | Academic sector | Period | Academic staff |
|---|---|---|---|---|
| ETICA DELLA PROFESSIONE DOCENTE | 4 | M-PED/01-PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION | Sem. 1A |
Alessia Camerella
|
| PEDAGOGIE DELLE FAMIGLIE | 4 | M-PED/01-PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION | Sem. 1B |
Paola Dusi
|
Just as the composition of families changes over time, so does the very notion of what family represents. As the course progresses, the participant will learn about the various family configurations present in contemporary society. Changes in the make-up of families, and roles and relationships within the family system – which have taken place against a backdrop of altered sociocultural and economic conditions – also have a bearing on the role and functions attributed to the school and those who work there. The course is designed to equip participants with competencies that can benefit the school-family relationship – a key area in contemporary teaching practice – in line with a model of co-responsibility and co-education.
Contents
The course is divided into two parts:
Part I: - The epistemology of family pedagogy :
- the epistemology of family pedagogy
- contemporary family configurations.
Part II - School-family relationship:
- the school-family relationship;
- the regulatory framework surrounding the school-family relationship;
- theoretical frameworks surrounding the school-family relationship;
- teacher competencies that benefit the school-family relationship
Teaching methods and learning settings
Traditional lectures using additional materials (slides, video clips, extracts from government documents, other texts, etc.), individual exercises (personal skills and competencies) and group exercises (case studies, interviews, etc.)
Recommended reading list
This list of titles applies equally to the programs for attending students and for non-attending students. Additional recommendations will be provided to attending students during the course of the lessons.
Bibliography
1. Formenti L. (2004), Pedagogia della Famiglia. Guerini, Milano.
2. Dusi P., (2012). La comunicazione docenti-genitori. Franco Angeli, Milano.
3. Thompson, I et al., (2018). Teacher education and family-school partnerships in different contexts: A cross-country analysis of national teacher education framework across a range of European Countries. Journal of Education for Teaching.
Exams:
Learning outcomes will be assessed through an individual written essay
Nature of the assessment and material covered:
- An individual written report, which – taking as its starting point the collected interviews (at least 2)- should critically analyze them using, as appropriate, the concepts, theoretical models, and interventions covered during the course and in the exam texts.
Assessment criteria
The assessment result will be expressed as a score out of a possible thirty marks
The assessment of learning outcomes:
Marks will be awarded on the basis of the following performance criteria:
The micro-study must provide clear evidence of learning:
-command of specialist terminology pertaining to the sector in question;
- the rigorousness in the administration and transcription of the interviews;
- by analyzing and discussing the collected interviews;
- by citing the texts indicated in the bibliography and other texts identified during the research process,
- demonstration of personal reflection on the material studied and the ability to reconcile theory and practice;
- by providing a personal interpretation of, and reflection on, the lessons attended bibliographical sources.
- correct grammar and syntax.
Instructions for drafting the report*
The data analysis process should be supported by references to the texts covered during the course (and to other works and studies known to the student or students). The length of the report is to be decided by the student or students themselves. The recommended minimum length, however, is 10 pages (each of 3,000 characters) plus the bibliography and appendices (which should include a complete transcription of the data collected through interviews)
The report should include:
- a cover (with full names and matriculation numbers of the student or students, the name of the degree course, the project title, and a contact email address and telephone number;
- an abstract/brief summary of the project;
- introduction;
- data analysis;
- discussion of data analysis;
- conclusion;
- bibliography
- appendices: all data collected via interviews.
The text should be subdivided into paragraphs and supplemented, in a proper academic fashion, by footnotes and final bibliography.
The report must be submitted by email to the course leader at least five days prior to the exam date selected by the student.
| Author | Title | Publisher | Year | ISBN | Note |
| Dusi, Paola | Il riconoscimento. alle origini dell'aver cura nei contesti educativi. | Franco Angeli | 2016 | ||
| Damiano, Elio | Intercultura a scuola. Stato dell'arte. | Vita e Pensiero | 2008 | ||
| Mortari, L. | Aver cura di sè | Raffaello Cortina | 2019 | 9788832851960 | |
| Mortari, L. | La sapienza del cuore | Cortina | 2017 | ||
| Paola Dusi | La comunicazione docenti-genitori | FrancoAngeli | 2012 | ||
| Laura Formenti | Pedagogia della Famiglia | Guerini | 2004 | ||
| Thompson, Ian | Teacher education and family-school partnerships in different contexts: A cross country analysis of national teacher education frameworks across a range of European countries. | Journal of Education for Teaching. | 2018 |
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