Ethics in the teaching profession and pedagogy of families - PEDAGOGIE DELLE FAMIGLIE (2019/2020)

Course partially running (all years except the first)

Course code
4S001195
Name of lecturer
Paola Dusi
Number of ECTS credits allocated
4
Academic sector
M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION
Language of instruction
Italian
Period
Sem. 1B dal Nov 18, 2019 al Dec 21, 2019.

To show the organization of the course that includes this module, follow this link * Course organization

Lesson timetable

Go to lesson schedule

Learning outcomes

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.

Entry Requirements
In order to benefit fully from the course, it is important that students possess a thorough grounding in: the theoretical and regulatory set-up of the Italian school system; theoies of education, and teaching and learning as applied to basic school settings; the ethical and regulatory framework surrounding the professional figure of the teacher (function, role, skill set etc.). Students should also be familiar with the principal methods and techniques of education research.


Expected educational results

1. To understand the plurality of family configurations present in contemporary society.
2. To become familiar with regulations surrounding the school-family relationship in the Italian school system.
3. To develop an awareness of the complexity of the relationship between schools and families, and its central role in the child’s education.
4. To acquire an understanding of the theoretical framework underpinning the school-family relationship.
5. To develop certain communicative and relational competencies in the interests of promoting positive school-family relationships.

Syllabus

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. Thompson I. et alii (2018). 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. To link to this article: https://doi.org/10.1080/02607476.2018.1465621

3. Dusi P., (2012). La comunicazione docenti-genitori. Franco Angeli, Milano.

Reference books
Author Title Publisher Year ISBN Note
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

Assessment methods and criteria

Exams:
Learning outcomes will be assessed using two methods:

1) A written test with 5 structured, open questions on the texts indicated in the exam reading list.

2) Group research on the themes presented during the lesson (on the school-family relationship - to be agreed upon with the professor based on the educational program). The written research report will consist of an argumentative essay through which the student examines and analyzes the school-family relationship as presented in the bibliography texts, exploring the subject in the form of an empirical micro-study conducted with parents (semi-structured interviews). The process for conducting the interviews will be developed over the course of the lessons.
The study report should include a cover page (containing: the student’s first and last name, ID number, major, employment position, e-mail and telephone number); the central part of the essay should comprise a brief summary; introduction, analysis of the data and conclusion.
The essay should be subdivided into sections, footnotes and a final bibliography.
The student should submit both a paper and electronic copy of the essay.
The micro-study must provide clear evidence of learning by citing the texts indicated in the bibliography and other texts identified during the research process, and by providing a personal interpretation of, and reflection on, the lessons attended, bibliographical sources, and the research conducted.

Assessment Criteria

The assessment result will be expressed as a score out of a possible thirty marks
- A maximum of 20 (twenty) marks will be available for the written test;
- The final report is worth up to 10 (ten) marks;
- The final result will be the sum of these two scores.
Marks will be awarded on the basis of the following performance criteria:
For the written test:

- extent to which the answers address the questions, the value of the theoretical material acquired;
- demonstration of personal reflection on the material studied and the ability to reconcile theory and practice;
- command of specialist terminology pertaining to the sector in question;
- correct grammar and syntax.

For the study report:
The micro-study must provide clear evidence of learning:
- by discussing the methods and processes used to administer the interviews;
- by citing the texts indicated in the bibliography and other texts identified during the research process,
- by providing a personal interpretation of, and reflection on, the lessons attended, bibliographical sources, and the analisys of collected data.