GENERAL TEACHING M - Z

The course aims to achieve knowledge of the conceptual cores relating to the epistemological status of the discipline, offering food for thought on theoretical models, fields and places of teaching, as well as on practices regarding active and cooperative as well as innovative teaching. Furthermore, it aims to develop students' teaching skills to design inclusive educational interventions in school and extracurricular contexts for early childhood.

In particular, the expected learning objectives, broken down according to the Dublin descriptors, are the following:

Knowledge and understanding (DD1)

know the theoretical-epistemological status of teaching as a complex science and its dimension in correlation with other sciences, in particular with those of education;

understand the key concepts relating to teaching knowledge on the basis of the dialectical interaction between research and action and the reciprocal connections between the planning moment, the teaching event and the evaluation moment; to understand the different configurations of teaching (laboratory, metacognitive, modular, by research, by projects, by skills, etc.);

to know the tools of teaching design framed in a critical key: the paths, the modules, the learning units and the main aspects of planning and evaluation in the training field.

Ability to apply knowledge and understanding (DD2)

To process the knowledge acquired to prepare training projects and teaching interventions aimed at managing and interpreting the complex educational-didactic reality;

Ability to set up processes and paths, using effective planning and evaluation tools in the training field;

Use of mediators and planning and evaluation tools in the context of general teaching; I am able to understand and apply active and cooperative methodologies.

Autonomy of judgment (DD3)

Students are able to independently evaluate the various methodological-didactic options for the individualization of the paths and to indicate adequate training proposals, making coherent choices regarding contents, tools, spaces, times, materials.

Communication skills (DD4)

Being able to communicate the knowledge learned through technical and specialized language

Being able to present and discuss project documents and describe how to plan a teaching experience

Learning ability (DD5)

Attending lessons is an important moment of discussion, comparison and teaching support. However, students will have to progressively become autonomous from the teacher, acquiring the ability to deepen their knowledge and to elaborate it in a personal way with originality. Students will be guided to reflect on their learning and to self-evaluate their path to monitor, regulate and direct the learning process to develop skills in school planning and evaluation.

• Presentation of the course and meaning of the specific object of investigation of teaching;
• Teaching as a pedagogical science;
• The framework of scientific knowledge of teaching, in its main articulations: the object, the field and research;
• The forms of teaching action;
• The principles of teaching;
• The teaching laboratories;
• Extracurricular teaching;
• The centrality of empirical research;
• The teaching professionalism from the 1900s to the present day;
• Debate on skills and Capacit-azioni;
• Active and cooperative teaching methodologies.

• Laneve C. Didattica Manual, Scholé, Brescia 2017, pp. 1- 342.
• Gulisano D. School, skills and capabilities. New didactic-pedagogical challenges for the active professionalism of the teacher, Pensa Multimedia, Lecce 2019, pp. 1- 150.
• OPTIONAL AND RECOMMENDED READINGS
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• "Open Access" Scientific Articles delivered by the teacher.

• Definition of the concept of teaching;
• Relationship between teaching and disciplinary teaching;
• Active methodologies;
• Difference between competence and capacity-action.