OVERVIEW

Psychopedagogy is a border discipline among General Pedagogy, Didactics and Psychology whose research data makes use within a well-founded relationship. Belonging to the Scientific Disciplinary Sector M-PED/01 (Theories and Science of Education and Social Education), it retraces the educational event in its making and plans its optimization mainly through “action research” processes without ever neglect its own historical roots it has in the Pedagogical Activism and in the Early 19th Century Pedagogical Movement.

AIMS AND CONTENT

LEARNING OUTCOMES

It is a border discipline between Pedagogy and Psychology that aims to identify the specificity of educational events and to study the peculiar contribution of the psychopedagogical research. This sector investigates its origins, its developments and its more recent outcomes according to a historical perspective, nevertheless it is intended to elaborate even operating projects in the fields of Didactics and Adult Education. The educational objectives want to make students critically aware of a knowledge that, originally focused on the study of school issues, is now open to all educational areas (even occasional) paying particular attention to the intertwining of emotional and cognitive factors. 

AIMS AND LEARNING OUTCOMES

Acquiring the awareness of the fundamentals of Psychopedagogy.

Maturing through specific disciplinary contents the congruence of one’s own course of study.

Deeply understanding the interdisciplinarity of Psychopedagogy.

Using psychopedagogical knowledge to test one’s own professional objectives within the field of Human Sciences.

Orienting one’s own choices towards consequent pathways compared to personal interests, attitudes and inclinations.

Probing one’s own propensity for the psychopedagogical dimension of socio-cultural professions.

Verifying one’s own disposition to teach and undertake educational relationships.

TEACHING METHODS

The prevalent didactic method is the university lesson ex cathedra. Traditional academic lessons however alternate with seminars and workshops that require students to participate actively. The attendance to the lessons is particularly appreciated and valued with a specific test on the topics learned during the course (see assessment methods).

SYLLABUS/CONTENT

Contents for students who are taking the 6 CFU course

Psychopedagogy of educational processes: identity, fundamentals and applications of Psychopedagogy

The course introduces to the fundamentals, the methods and the research lines of the discipline paying particular attention to educational pathways at school and in other settings.  School and personological education over the life cycle are the fundamental tracks of the discipline. The following topics will be developed: the historical phases of affirmation of Psychopedagogy and the great figures of educators; the educational relationship and the didactic communication; the communicative interaction in classroom according to the different pedagogical perspectives; the pedagogic observation, the equality of educational opportunities; planning, implementing and assessing educational interventions in different contexts; active teaching methods; the contribution of orienteering and evaluation towards a pedagogy of individualization; C. Rogers person-centered approach; the comparison of Psychopedagogy with Neurosciences; rethinking the contribution of Psychoanalysis to Psychopedagogy; the Existential Analysis approach in the educational, clinic and corporate fields.

Contents for students who are taking the 9 CFU course

         Module 1: see contents of the 6 CFU course

         Module 2: Motivation as epicenter of teacher’s personal education and

         professional renewal

         The module is going to explore both students’ motivation to teach and  

         teachers’ renewed propensity to personologically re-plan themselves and  

         the educational pathways they propone in order to make them      

         commensurate to their learners’ socio-psychopedagogical needs.

RECOMMENDED READING/BIBLIOGRAPHY

Bibliography for students who are taking the 6 CFU course

A text among:

L. CLARIZIA, Psicopedagogia dello sviluppo umano. Una prospettiva relazionale, Edisud, Salerno, 2005.

L. CISOTTO, Psicopedagogia e didattica. Processi di insegnamento e di apprendimento, Roma, Carocci, 2005.

G. BERTAGNA, P. TRIANI, Dizionario di didattica. Concetti e dimensioni operative, La Scuola, Brescia 2013.

M. LAZZARI, Istituzioni di tecnologia didattica, Studium, Roma, 2017.

Bibliography for students who are taking the 9 CFU course

A text among:

Essays: O. ROSSI CASSOTTANA, Fifty years of guidance in the midst of definition outlines. Listening to personological dimensions, primality of pedagogical interpretations and attention to sociocultural conditionings, Cinquant’anni di orientamento tra delineazioni dei significati, ascolto delle dimensioni personologiche, primalità delle interpretazioni pedagogiche e attenzione ai condizionamenti socioculturali, in “Formazione Lavoro Persona”, V, n. 13, 2015, pp.1-20.

O. ROSSI CASSOTTANA, Riprogettarsi per rimotivarsi: nuovi 'spazi mentali' per la professione docente, L. SANTELLI BECCEGATO, Dinamiche motivazionali: significati, letture pedagogiche-educative, problemi aperti, and G. MARI, La sfida della motivazione allo studio, in "Il Nodo. Scuole in rete", n. 42, 2012.

I. VANNINI, Beliefs and motivation to teaching in pre-service teachers. A research within the students of the pre-service university degree course for pre-school and primary school teaching in the University of Bologna​, in "Social & Behavioral Sciences”, n. 15, 2011, pp. 731-737.

TEACHERS AND EXAM BOARD

Exam Board

OLGA ROSSI (President)

ANDREA IGNAZIO DADDI

ALBERTO GRECO

STEFANIA ZANARDI

LESSONS

LESSONS START

Monday 12th March 2018

Class schedule

EDUCATIONAL PSYCOLOGY

EXAMS

EXAM DESCRIPTION

EXAMINATION COMMITTEE

84352 – PSYCHOPEDAGOGY​
Alberto Greco 
Olga Rossi (President)
Stefania Zanardi
 

EXAM SESSIONS

ASSESSMENT METHODS

The course includes ongoing assessment tests. Final examination consists in an oral exam for both attending and not attending students. Attending students can take a written test on the contents of the lessons and then conclude their examination orally with a question on a selected text. A written and oral exam is a chance for students to test different abilities allowing the professor an overall and targeted evaluation. Not attending students will be assessed through the oral exam only.

Exam schedule

FURTHER INFORMATION

Students who regularly attend classes may use their course notes as study material that partially replaces the texts. Some contents of the course may be developed during seminars and attending students will have the chance to define with the teacher a topic on which write a personal report.

Workshops on motivation and teaching and the person-centered approach will be led by Prof. A. Bobbio, Prof. D. Bruzzone, G. Nasta and G. Belgrano. Other seminars or “lessons on court” will be communicated during the course.