To show the organization of the course that includes this module, follow this link Course organization
1. Understand that becoming a teacher means taking on a specific professional role, working within a highly complex training organization, which requires the teacher to possess a set of skills and responsibilities that go beyond just disciplinary and didactic competence.
2. Understand that the teacher, for what concerns him directly, is professionally responsible:
a. of the didactic task entrusted to him;
b. the educational and training implications that concern its students, the school in which it operates and more
generally the social and cultural context in which the school is located;
c. of the meaning he attributes to the exercise of the teaching profession, in relation not only to his role but also to
himself, as an adult.
3. Understand that in order to work professionally, one must synthesize, and help pupils do the same, between "theory" and "practice", which in the context of school means experiencing the link between learning new knowledge and skills and experience individual and group.
The program is divided into five themes, each of which represents an attempt to answer as many questions, posed in succession starting from concrete experience:
1. WHAT IT MEANS TO BECOME A TEACHER:
─ it means living a profound existential turning point: a "passage of life" from graduate to teacher;
─ it means taking on the specific role of "teacher" and knowing that you are exercising a "profession";
─ it means carrying out an activity in contact with growing subjects, with their families and with social
─ it means entering a complex work organization, with its history, its rules, its aims and its problems as well.
2. WHAT IS A TEACHER'S "DIDACTICS" TASK OF A TEACHER: :
─ consists of the "education" activity, which is expressed in the dual process of teaching and learning;
─ consists in acquiring the teaching and communication skills necessary to activate the double process
─ to know that you are basically an "interpreter" of your own discipline and a privileged "witness" of its
meaning and value.
3. WHAT IS THE "EDUCATIONAL" TASK OF A TEACHER:
─ it consists in knowing how to accompany growing subjects, for a specific period of time and in a particular
context such as school, in search of their own identity;
─ it consists in being aware of playing a fundamental role not only as a teacher but also as an "adult person"
in relation to adolescents and young people;
─ it consists in knowing that you are in any case a point of reference for the pupils and in fact also play a
role of "animation" and "leadership" towards the pupils.
4. WHAT IS THE "TRAINING" TASK OF A TEACHER:
─ consists in knowing that didactic and educational activities serve for the training of pupils in view of their insertion in the future social, cultural, political and professional life;
─ it consists in encouraging the pupils to find out what their own "form" of life could be;
─ it consists in being aware that school activity, as a whole, aims to train people who are equally aware and motivated to start building their own "life project".
5. IN WHAT THE PARADIGM OF THOUGHT OF THE TEACHING PROFESSION MAY CONSIST:
─ it can consist first of all in recognizing the essential function of one's own "model of thought";
─ it may consist in being aware of having to think in a "complex" way;
─ it can consist in knowing that you are acting according to a "dialogic" logic;
─ it may consist in knowing that teaching also requires a “pedagogical” approach.
REQUIRED TEXT FOR PREPARATION FOR THE EXAM
To prepare for the exam, the study of the following text is mandatory: D. Loro, Elements for a pedagogical vision of the teaching profession.
The chapters of the handout will gradually be available on the Moodle platform of the course, during the course of the lessons.
TEXTS RECOMMENDED, BUT NOT OBLIGATORY, FOR A PERSONAL IN-DEPTH
E. Morin, Teaching to live. Manifesto to change education, trans. from the French, Milan, ed. Raffaello Cortina, 2015 [ed. or., 2014].
P. C. Rivoltella, An idea of school, Brescia, ed. Morcelliana, 2018.
A. Scotto di Luzio, Without education. The risks of school 2.0, Bologna, ed. il Mulino, 2015.
During the lessons other texts will be recommended, which will be useful for those who want a personal study.
METHOD OF LESSONS AND EXAMINATION, AND EVALUATION CRITERIA
Lessons will be held remotely and, as far as possible, synchronously according to the established schedule.
The lessons will be recorded and subsequently uploaded to the Moodle platform. The registrations will be visible until June 30, 2022.
The exam will take place in written form, and will consist of 3 open questions. Further indications will be given during the lessons.
The test evaluation criteria will consist in assigning to each question up to a maximum of 10 points for each of the three answers. The final score of the test, expressed out of thirty, will then be averaged with the score of the other Pedagogy teaching module.