GENERAL AND COMMUNITY PEDAGOGY

The General Pedagogy course is aimed at providing students with knowledge, skills and competences related to the topics of education and training both from a theoretical point of view (what is pedagogy) and in reference to the methodological aspects of the discipline (how it intervenes).

The expected learning objectives, according to the Dublin Descriptors, are the following:

Knowledge and understanding (DD1)

Know theories and models of pedagogical knowledge to interpret educational and training events in a historical-evolutionary and political-economic perspective

Know and use the basic vocabulary of the discipline

Know the training needs at different ages of life and in different training contexts (formal, non-formal, informal)

Applied knowledge and understanding (DD2)

Connect the theoretical and methodological contents learned to the interpretation of past, present and future events and processes

Know how to identify tasks and organizational structure of educational and training services

Know how to identify connections between educational theories, policies and contexts of growth of people in educational and training organizations

Autonomy of judgment (DD3)

Know how to summarize the different approaches present in the theories of education and training

Communication skills (DD4)

Know how to communicate the meaning of one's actions

Know how to activate processes of sharing

Learning ability (DD5)

Know how to identify one's own training needs

Know how to define one's own personal development plan, monitoring one's own actions

Know how to promote self-assessment actions of one's own learning oriented towards one's own professional development

The teaching is divided into a part of frontal lessons (about 40% of the hours of classroom activity), during which the topics of the course are introduced.

The remaining 60% is instead dedicated to work in the classroom: students will be asked to rework the contents of the lessons, to work in small groups, to present the work done in the classroom (even at home).

There is the possibility of participating in visits to associations that deal with community education.

If the teaching is taught in mixed mode or remotely, the necessary changes may be introduced with respect to what was previously declared, in order to respect the planned program and reported in the syllabus.

Basic knowledge of contemporary history, history of Italian and European culture, current events is required.

Basic use of Word and Power Point is required to complete the assigned work.

Knowledge of the English language is necessary to read some simple texts.

Attendance is not mandatory, but strongly recommended. The lessons are characterized by the active participation of the students. Their attendance allows them to progressively acquire mastery of the contents, to discuss topics and problems with colleagues and the teacher, to constantly check the learning levels.

During the classroom activities, the students will have the opportunity to actively work on the learning contents of the course. The frontal lessons will alternate with moments of group and individual work; moments of guided study; moments of presentation of the material that the students themselves will have produced (in the classroom or outside of it). These activities will be considered formative assessment tests, aimed at allowing the student to self-assess the level of mastery of the contents and analysis tools of the discipline.

Two ongoing tests are planned, to be held in November and January (the calendar will be defined in October).

Non-attending working students can contact the teacher directly for clarifications on the path. For Erasmus students, it is possible to agree on the exam program after an interview.

The identity of pedagogy

DD1, DD2, DD3, DD4, DD5

Lecture

Group discussions

Group work

Video viewing

The epistemological dimension

DD1, DD2, DD3, DD4, DD5

Lecture

Group discussions

Group work

Sharing among peers

The places and times of education

DD1, DD2, DD3, DD4, DD5

Lecture

Group discussions

Group work

Educational work with the community

DD1, DD2, DD3, DD5

Individual tasks

- Frabboni, F., Pinto Minerva F., Introduzione alla pedagogia generale, Laterza, 2015, pp. 5-20; 29-62; 185-240; 241-262; 271-278.

- Maccario D., La didattica nei contesti socioculturali e assistenziali, Carocci Faber, 2009, pp. 43-155.

- Bastianoni P., Baiamonte M., Il progetto educativo nelle comunità per minori, Erickson, 2021, pp. 13-70; 87-102.

The assessment consists of passing three tests described below. The three tests are mandatory.

Tasks

Percentage of the final grade

Expected learning objectives

a) Individual written tests on the identity of pedagogy.

40%

DD1, DD2, DD3, DD4

b) Individual written test on the places and times of training

30%

DD1, DD2, DD3, DD4

c) Individual oral test on educational work with the community

30%

DD1, DD2, DD3, DD4, DD5

Test a) is held within the month of November, on a date communicated to students in class and on TEAMS.

Test b) is held within the month of January, on a date communicated to students in class and on TEAMS.

Those who do not pass test a) can take test b), but must also take test a) together with b). To take the oral exam, the student must have passed exams a) and b).

Non-attending working students can contact the teacher directly for clarifications on the course. Erasmus students can agree on the exam program after an interview.

Grade assignment criteria

Rubric for evaluating exam a)

Theories and concepts

Analysis and discussion

Structure

28-30/30

Full understanding of theories and concepts

Ability to analyze and compare different perspectives, critical thinking and ability to express one's point of view

Correct form, relevant vocabulary, effective argumentation

24-27/30

Adequate understanding of theories and concepts

Ability to analyze and compare different perspectives

Correct form, adequate vocabulary

21-24/30

Partial understanding of theories and concepts

Difficulty in making comparisons between different theories; ability to reflect on theories and concepts

Sufficiently correct form, vocabulary not always adequate

18-21/30

Incorrect understanding of some of the theories and concepts

Little reflective ability

Incorrect form, vocabulary not always adequate

Not sufficient

Grade lower than 18/30

Incorrect understanding of most of the theories and concepts

Lack of reflection on the theories and concepts discussed

Incorrect form, inadequate vocabulary

Rubric for evaluating test b)

Theories and concepts

Analysis and discussion

Use of sources

Structure

28-30/30

Full understanding of theories and concepts

Ability to analyze and compare different perspectives, critical thinking and ability to express one's point of view

Rich and pertinent bibliography

Correct form, pertinent vocabulary, effective argumentation

24-27/30

Adequate understanding of theories and concepts

Ability to analyze and compare different perspectives

Relevant bibliography

Correct form, adequate vocabulary

21-24/30

Partial understanding of theories and concepts

Difficulty in making comparisons between different theories; ability to reflect on theories and concepts

Acceptable bibliography

Sufficiently correct form, vocabulary not always adequate

18-21/30

Incorrect understanding of some of the theories and concepts

Little reflective ability

Incomplete bibliography

Incorrect form, vocabulary not always adequate

Not sufficient

Grade lower than 18/30

Incorrect understanding of most of the theories and concepts

Lack of reflection on the theories and concepts addressed

Inadequate bibliography

Incorrect form, vocabulary not adequate

Rubric for the evaluation of test c)

Theories and concepts

Analysis and discussion

Communication

28-30/30

Full understanding of the theories and concepts

Ability to analyze and compare different perspectives, critical spirit and ability to express one's point of view

Relevant vocabulary, argumentation effective

24-27/30

Adequate understanding of theories and concepts

Ability to analyze and compare different perspectives

Well-organized vocabulary and argumentation skills

21-24/30

Partial understanding of theories and concepts

Difficulty in making comparisons between different theories; ability to reflect on theories and concepts

Correct vocabulary and argumentation

18-21/30

Incorrect understanding of some of the theories and concepts

Little reflective ability

Voice and argumentation not always adequate

Not sufficient

Grade lower than 18/30

Incorrect understanding of most of the theories and concepts

Lack of reflection on the theories and concepts addressed

Improper vocabulary and insufficient argumentation

-the function of communities for minors

- educational objectives for relational damage

- the institutional-institutionalizing approach

- prevention

- education and Msna

- the relationship between parent and educator