PROFESSIONALISM IN EDUCATIONAL CONTEXTS AND PEDAGOGICAL ETHICS

The course aims to provide students with theoretical, epistemological, and reflective tools for understanding the professional role of the socio-pedagogical educator, with particular attention to the processes involved in constructing professional identity, the scientific foundations of educational practice, the deontological dimension, and the relationship between education and training, practice, and research.

The course explores in depth the historical and scientific process through which the role of the socio-pedagogical professional educator has been defined; the relationship between pedagogical knowledge and professional practice; the intentionality and responsibility of educational action; reflectivity as a professional competence; initial and continuing education and training; and the educator as a reflective professional and researcher of their own practice. Particular attention will be devoted, as an area of further study, to the dimensions of care, affectivity, and ecological sensitivity in early childhood educational contexts.

D1 - Knowledge and understanding

By the end of the course, students will know the main epistemological reference frameworks relating to educational professionalism; understand the process through which the socio-pedagogical educator's professional identity is constructed and the relationship between the object of pedagogy, scientific knowledge, and educational practice; know the main regulatory and deontological frameworks of the profession; and understand the concepts of educational intentionality, reflectivity, transformative learning, research on practice, responsibility, and professional development.

D2 - Applying knowledge and understanding

Students will be able to use pedagogical categories and models to interpret concrete professional situations; analyse educational cases by identifying their pedagogical, ethical, and deontological implications; relate theoretical knowledge, experience, and professional decision-making; and use reflection on action to critically interpret problems, dilemmas, and unforeseen situations in different educational contexts.

D3 - Making judgements

Students will be able to formulate reasoned judgements on educational practice, distinguishing pedagogical, technical, ethical, and deontological dimensions; recognise the limitations of routine or merely procedural interpretations; and make well-argued professional decisions in situations characterised by complexity and uncertainty. This competence will be developed through case analysis, guided discussions, and critical comparison of theoretical perspectives.

D4 - Communication skills

Students will be able to use pedagogical and professional terminology appropriately; argue orally and in writing for choices, problems, and interpretations relating to educational practice; and communicate effectively within working groups and with specialist and non-specialist audiences. Communication skills will be practised through discussions, presentation and analysis of cases, and seminar-based exchanges.

D5 - Learning skills

Students will be able to independently explore topics related to educational professions; critically use scientific, regulatory, and professional sources; and develop a reflective disposition towards their own education and training and future professional practice. Guided readings, individual study, and activities involving reflection on practice will contribute to the development of this learning outcome.

The course will alternate between content-delivery teaching (DE) and interactive teaching (DI). Lectures and micro-lectures will be used to introduce and systematise the main theoretical, epistemological, regulatory, and deontological frameworks. Guided readings, case analyses, discussions of professional dilemmas, and seminar sessions will make it possible to connect theoretical knowledge with concrete educational situations. Particular attention will be devoted to reflection on experience and discussion of professional situations, in line with the learning outcomes relating to application of knowledge, independent judgement, and the development of a reflective professional stance.

No formal prerequisites are required. A basic knowledge of the fundamental concepts of general pedagogy and education, together with an initial familiarity with pedagogical terminology, is useful.

Attendance is not compulsory, but it is strongly recommended. Participation in classes enables students to benefit from case-analysis activities, guided discussions, reflective exercises, and seminar sessions, which constitute a significant part of the process of acquiring the intended competences.

The course is organised into seven thematic units.

The construction of the educator's professional identity. Emergence and development of educational professionalism; the search for a professional identity; professionalisation and social recognition of the educator; contemporary transformations of educational professions.

Epistemology of educational professionalism. The problem of the 'object' of education; the relationship between pedagogy, scientific knowledge, and professional practice; scientific autonomy and the specificity of pedagogical knowledge; foundations of professional pedagogy.

Education and training, work, and deontology of the socio-pedagogical educator. University education and continuing professional development; the relationship between academic knowledge and practice-based knowledge; professional profile of the socio-pedagogical educator; regulatory framework for pedagogical and educational professions; responsibility, deontological principles, and the boundaries of professional practice.

Professional educational practice. Intentionality, action, and reflection; pedagogical decision-making; practical knowledge; educational responsibility; interpretation of professional cases and dilemmas; the relationship between planning and the unpredictability of educational experience.

The reflective turn. Experience and reflection; the reflective practitioner; reflection-in-action and reflection-on-action; transformative learning; crises and 'disorienting dilemmas'; the contributions of Dewey, Schön, and Mezirow to the education and development of educational professionals.

The educator between practice and research. Educator-researcher; research on and within practice; documentation and critical inquiry into experience; supervision, professional learning, and lifelong education; professionalism as a process of continuous transformation.

Professionalism, care, and educational sensitivity in 0-6 contexts. As an area of further study: affectivity and care in relationships; attention, listening, and presence; narrative, bodily, musical, and aesthetic languages; relationship with places and ecological sensitivity; educational professionalism as situated, relational, and transformative practice.

Pascal Perillo (2026), L’educatore professionale socio-pedagogico. Questioni di pedagogia professionale, Scholé

D'Aprile G., Bufalino G (2026) Custo-dire l’infanzia. Linguaggi affettivi e sensibilità ecologica nella formazione delle professionalità educative 0–6, Zeroseiup. 

Assessment will take the form of an oral examination, designed to assess knowledge and understanding of the course content, command of pedagogical terminology, the ability to relate theoretical perspectives to professional situations, critical analytical ability, and independent judgement.

The assessment of the oral examination will take into account the relevance and completeness of answers; conceptual and terminological accuracy; the ability to establish connections among the different topics in the programme; the ability to apply theoretical categories to educational cases or situations; the ability to construct arguments and critically rework content; clarity of exposition; and appropriate use of disciplinary language. These are precisely the dimensions that the Guidelines recommend making explicit for the oral examination.

Assessment includes an optional in-course midterm assessment. The midterm assessment, held during the teaching period, will consist of a structured written test with closed-ended questions and will be designed to assess the acquisition and understanding of course content, as well as the ability to recognise and correctly use the main concepts and pedagogical categories relating to educational professionalism. The result of the midterm assessment will contribute to the overall assessment of learning.

To ensure equal opportunities and in compliance with current legislation, interested students may request an individual meeting in order to plan any compensatory and/or exemption measures, based on the learning objectives and specific needs. Students may also contact the Department's CInAP faculty representative.

1. Outline the process through which the socio-pedagogical educator has progressively defined their professional identity.
2. What is the relationship between the object of pedagogy, its scientific status, and the educator's professional identity?
3. What role do university education and continuing professional development play in the construction of educational professionalism?
4. Explain the relationship between intentionality, action, and reflection in professional educational practice.
5. What is meant by the 'reflective turn', and what implications does it have for the educator's work?
6. In what sense can the educator be described as a practitioner-researcher and a professional 'in transformation'?
7. Analyse a possible professional dilemma, highlighting the pedagogical, ethical, and deontological dimensions involved.