Ethics in the teaching profession and pedagogy of families - PEDAGOGIE DELLE FAMIGLIE (2016/2017)

Learning outcomes

Expected educational outcomes

1. Understanding the epistemological foundations of family pedagogy
2. Understanding the plurality of family configurations present in contemporary society
3. Recognising and identifying the characteristics that define a family as a system in relation to its members.
4. Becoming familiar with regulations surrounding the school-family relationship in the Italian school system.
5. Developing an awareness of the complexity of the relationship between schools and families, and its central role in the child’s education.
6. Developing certain communicative and relational competencies in the interests of promoting positive school-family relationships.
7. Learning to move beyond interventions that operate at the level of the individual, to those concerning relationships, starting with developing an awareness of the dynamic interdependency that connects the individual members of various systems (family, teaching team, school-family, family-society)
8. Using the approach and methodology of pedagogical research to learn how to observe and perform critical analysis of work and family contexts using one or more research questions.

Contents

- the epistemology of family pedagogy
- contemporary family configurations
- the school-family relationship
- the regulatory framework surrounding the school-family relationship
- critical issues in the school-family relationship
- teacher competencies that benefit the school-family relationship

Contents

- the epistemology of family pedagogy
- contemporary family configurations
- the school-family relationship
- the regulatory framework surrounding the school-family relationship
- critical issues in the school-family relationship
- teacher competencies that benefit the school-family relationship


Reading List

1. Pati L. (a cura di) , Pedagogia della famiglia, La Scuola Editrice, Brescia, 2014, saggi indicati dalla docente.
i. Pati, Il divenire sistemico della famiglia
ii. Pati, Coniugalità e genitorialità
iii. Cadei, La famiglia come luogo di cultura educativa
iv. Dusi, La corresponsabilità educativa tra famiglia e scuola

2. Dusi P., La comunicazione docenti-genitori. Franco Angeli, Milano, 2012.



Teaching methods
Lectures, reading, watching scenes from films, working alone and in groups.

Exams:

1) Written exam with essay questions on the texts listed in the reading list.

2) A report based on a micro-research assignment conducted in groups. The report should examine school-families relationship. This written research assignment should be in the form of an argumentative essay or video, through which the students examine and analyse data collected by an empirical micro-research study (interview, questionnaire) with teachers in service, parents . One interview per student.

The essay will include:
• a cover page (stating for each student: first and last name, student ID number, major, employment position, e-mail and telephone number);
• a brief summary (abstract);
• introduction;
• analysis of the interviews in connection to the set texts listed in the reading list
• conclusion.

The essay must be subdivided into sections, with footnotes and a final bibliography.
Students will receive instruction over the course of the lessons on how to conduct and then analyse the interviews.
Students should decide for themselves how long their essays need to be. However, we recommend a minimum of 5 standard pages of 3,000 characters each, plus bibliography and appendices (the latter including a complete transcription of the interview).
Assessment will be based on the student’s knowledge of the set texts and the issues covered during the lessons, his or her ability to establish connections between the key concepts covered by the set texts and the taught lessons, how well, and thoroughly, the collected data is analysed, and the quality and quantity of work invested in the micro-research assignment.
The student must demonstrate that the micro-research assignment has produced one or more learning outcomes by referencing the set texts and other texts he or she has identified in the course of the assignment, and providing personal analysis and reflection regarding the set texts, the lessons and the research conducted.
The micro-research assignment must be delivered by email in advance of the day of the written exam, and a printed copy handed in on the day of the exam itself.

STUDENT MODULE EVALUATION - 2016/2017