1. To know the theoretical models and methodologies of planning in the socio-educational field and the different tools of design and evaluation.
2. Understand that the work of the pedagogist is a "second level" work and that it manifests itself in the functions of coordination, training, supervision, counseling and research.
3.To know how to apply the operational skills in the design of medium complexity educational interventions and in specific situations and contexts, also referring to the European design documents.
4. To kow how to acquire and then apply one's cognitive skills in the field of reflective learning, which constantly accompanies the pedagogist's professional practice.
The profile of the educator and the pedagogist in the light of the recent law governing the professionals (areas of intervention and specialization, activities and skills)
The "second level" educational work in the functions of coordination, training, supervision, consulting and research.
Reflexivity as a determining trait of expert professionalism
Theories and models of planning in the socio-educational field
Design and intervention logic
Techniques and tools for design and evaluation
Phases of construction in an educational project of medium complexity: from the analysis of needs to the evaluation
Teaching methods and tools
Classroom work involves the active participation of students and the creation of working groups.
• Interactive theoretical lessons
• Analysis of film ….alternative : Movies analysis
• Testimonies of expert pedagogists… alternative : contribution of expert pedagogists
• Reflective writtings
• Simulation/Role Play
• Cooperative Learning
• Project Work
• E-learning platform
TEXTS FOR THE EXAM / BIBLIOGRAPHY
For attending students:
For attending students the bibliography will be defined during the first lessons. Indications of bibliographic and sitographic materials will be available on the e-learning platform
For non-attending students
1. Leone L., Prezza M., Costruire e valutare i progetti nel sociale, Franco Angeli, Milano, 2003
2. Mortari L., Apprendere dall’esperienza, Carocci, Roma, 2004
3. one chosen from the following (list in progress)
Iori V. (a cura di), Educatori e Pedagogisti. Senso dell’agire educativo e riconoscimento professionale, Erickson, Trento, 2018
Bondioli A., Savio D., Educare l'infanzia. Temi chiave per i servizi 0-6, Carocci, Roma, 2018
Fontaine A.M., L'osservazione al nido. Guida per educatori e professionisti della prima infanzia, Erickson, Trento, 2017
Lipari D., Valentini P., Comunità di pratica in pratica, Edizioni Palinsesto, Roma, 2013
Oggionni F., La supervisione pedagogica, Franco Angeli, 2013
Contini M. G., Dis-alleanze nei contesti educativi, Carocci, Roma, 2012
Musi E., Invisibili sapienze. Pratiche di cura al nido, Edizioni Junior, Bergamo, 2011
Simone D., La consulenza educativa. Dimensione pedagogica della relazione d’aiuto, Vita e Pensiero, Milano, 2011
Catarsi E. (a cura di), Coordinamento pedagogico e servizi per l’infanzia, Edizioni Junior, Bergamo, 2010
Premoli S. (a cura di), Il coordinamento pedagogico nei servizi socioeducativi, Franco Angeli, Milano, 2008
Kaneklin C., Orsenigo A. (a cura di), Il lavoro di comunità. Modalità di intervento con adolescenti in difficoltà, Carocci, Roma, 2003
Bondioli A. (a cura di), Il progetto pedagogico del nido e la sua valutazione, Edizioni Junior, Bergamo, 2002
Regoliosi L., Scaratti G., Il consulente del lavoro educativo. Formazione, supervisione, coordinamento, CarocciFaber, Roma, 2002
For attending students:
There will be diversified individual tests (autobiographical writing, reflective reports on training experiences conducted in the classroom, etc)
Intermediate verification tests
Drafting of a group project work
For non-attending students:
The exam includes the production of written papers and an oral interview, namely:
a) A written paper that consists in the conception of an educational project of medium complexity in the view of technical knowledge learned from the study of the text in the exam program: Leone, Prezza, Building and evaluating projects in the social field;
b) A written report (max 3000 words) of personal choice that highlights the methodological and operational aspects of the work of the pedagogist (coordinator, counselor, etc.);
c) An oral critical discussion about the contents of the exam texts and the presented Educational Project
PS: The entries in points a) and b) must be sent by email to the teacher 3 days before the end of the exam session
The tests aim to verify:
the acquisition of the fundamental concepts related to the proposed contents;
the level of personal reworking of knowledge;
the ability to use logical and operational tools for designing or analyzing educational interventions;
critical and reflective ability.