To show the organization of the course that includes this module, follow this link Course organization
At the end of the training course, those enrolled in the course are asked to be able to:
1. understand that the teacher teaches within the school, that is, within a highly complex training organization, which requires the teacher to possess an equally multidimensional professionalism, which goes beyond the disciplinary and didactic competence;
2. understand that the teacher, as far as he is concerned directly, is professionally responsible for: a) the teaching task entrusted to him; b) the educational and training consequences that may derive for its students, for the school in which it operates, for the future of society; c) the meaning he attributes to his work in relation to himself and his way of being, of acting and of giving meaning to his own existence;
3. understand that in order to operate professionally, that is, with competence and efficacy, he must know how to mediate and synthesize apparently opposite elements that are present in the school, such as the "theoretical" aspect of the disciplines and the "practical life" of students , thus creating a working environment and atmosphere in which it is possible to experience the link between learning knowledge and individual and group growth.
1. WHAT DOES IT MEAN TO BECOME A TEACHER:
─ it means assuming the specific role of "teacher" and exercising it as a "professional";
─ it means being part of a complex work organization: the school, its history and its aims;
─ c. it means carrying out an activity in contact with growing subjects, with their families and with social expectations;
─ d. it means taking on a role of "animation", "leadership" and "coordination".
2. WHAT ARE THE BASIC TASKS OF A TEACHER:
─ "educate", that is to say activate the double process of teaching and learning;
─ acquire the didactic and communication skills necessary to activate the dual process;
─ knowing that you are an "interpreter" of your discipline and a privileged "witness" of its value;
─ knowing how to "individualize" and at the same time "personalize" one's teaching ability
3. WHO IS THE TEACHER, BEYOND THE EXERCISE OF HIS PROFESSIONAL ROLE:
─ he is an "adult" person who lives a specific age of life, with its particular characteristics;
─ living as adults involves going through the stages of adult life, with "generativity" at the center;
─ living as adults means getting to know yourself and understanding the "hidden logic" of life;
─ as an adult, the teacher is aware that teaching requires an educational approach towards pupils: the close relationship between education and education.
4. WHAT IS THE ULTIMATE AIM OF THE TEACHING PROFESSION:
─ train students in search of the "intellectual heart" of all forms of knowledge: the true, the beautiful, the good;
─ to contribute to the dual process of "training": to give shape and take shape;
─ train students in search of a new paradigm of thought; think in "complex" terms, reflect on the "knowledge of knowledge", cultivate the "symbolic" vision of reality.
BIBLIOGRAPHY FOR THE EXAM
• Mandatory text for everyone:
- D. Loro, Become teachers. Identity, tasks and responsibilities of the teaching profession. The lecture notes will be available in e-learning mode at the end of the lessons.
• Choice text, among the following, for those who are personally interested in deepening some topics, presented during the lessons:
- M. Benasayag, To work or to exist ?, trad. from the French, Milan, ed. Life and Thought, 2019 [ed. or., 2018].
- C. M. Fedeli, Guardini educator, Lecce-Rovato (BS), ed. Think Multimedia, 2018.
- C. M. Fedeli, The winning moment. Essay on teaching, Milan, ed. Franco Angeli, 2020.
- F. Garelli, Education, Bologna, ed. il Mulino, Bologna, 2017.
- G. Mari, School and educational challenge, Brescia, ed. The School, 2014.
- E. Morin, Teaching to live. Manifesto to change education, trad. from the French, Milan, ed. Raffaello Cortina, 2015
[ed. or., 2014].
- G. Pietropolli Charmet. The unsustainable need for admiration, Rome-Bari, ed. Laterza, 2018.
- M. Recalcati, The lesson time. For a teaching erotic, Turin, ed. Einaudi, 2014.
- P. C. Rivoltella, An idea of school, Brescia, ed. Scholé - Morcelliana, 2018
- P. Triani, The educational collaboration, Brescia, ed. Scholé - Morcelliana, 2018.
METHODS OF LESSONS AND EXAMS, AND EVALUATION CRITERIA
• Online methods of conducting lessons, with video recordings, uploaded to the Moodle platform. The recorded video lessons will start from Saturday 8 May to end Friday 28 May.
• Exam methods: Written, online test consisting of three open questions. Written exam, online. Composed of three open questions.
• If the health situation were to improve significantly, the examination modality could change and be done face to face. Therefore, the final solution will be announced later based on the health situation existing in May / June.
• Criteria for evaluating the answers given: the score will be broken down as follows: 10 points overall for each of the three answers given.