OVERVIEW

Psychopedagogy is a boundary discipline between General Pedagogy, Didactics and Psychology, whose research data is used in a well-founded relationship. Belonging to ssd M-PED/01, it reconstructs the educational event in its realization and designs its optimization through prevalent pathways of “research-action” without ever neglecting its historical foundation in the movement of pedagogical activism of beginning ‘900 (see O. Rossi Cassottana).

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

AIMS

1. Acquiring the awareness of the fundamentals of Psychopedagogy.
2. Deeply understanding the interdisciplinarity of Psychopedagogy.
3. Mastering in a congruent way the specific methodologies Psychopedagogy makes use of both in the research field and in its operative dimensions.
4. Maturing through specific disciplinary contents the congruence of one’s own course of study.
5. Using psychopedagogical knowledge to test one’s own professional objectives within the field of Human Sciences.
6. Orienting one’s own choices towards consequent pathways compared to personal interests, attitudes and inclinations.
7. Probing one’s own propensity for the psychopedagogical dimension of socio-cultural professions.
8. Verifying one’s own disposition to teach.
9. Acquiring specific psychopedagogical skills to participate in public competitions for teachers in the secondary school.
10. Allowing students to grasp the relevance of the biographical-narrative methods in the field of psychopedagogical research and didactic-formative practices.

LEARNING OUTCOMES

At the end of the course students should be able to:

1. present main figures and schools of Psychopedagogy; identify multidisciplinary and interdisciplinary references of educational dimensions; recognize the fundamental argumentative structures of psychopedagogical discourse;
2. analyse and revise the concepts studied, linking themes, authors and currents of thought; apply fundamental psychopedagogical concepts to different educational contexts;
3. develop a critical awareness in the educational field; express autonomously and reflexively one's own thought about psychopedagogical knowledge acquired;
4. get a psychopedagogical lexicon fit to guide the analysis of educational issues; communicate both in oral and written form psychopedagogical main concepts;
5. interpret critically and probematically the fundamental psychopedagogical concepts even evaluating their impact on one's own life projects.

PREREQUISITES

1. Although specific prerequisites are not established by the educational program of the Master Degree in Philosophical Methodologies, a previous basic knowledge in Pedagogy and Human Sciences is recommended.
2. Interest in the subject area.
3. Motivation to know the epistemologic, historical, learning and applicative aspects of Psychopedagogy.
4. Personal disposition to get educational knowledge relating to teaching.
5. Personal disposition to investigate how learnings are acquired and competences are developed.

TEACHING METHODS

The course adheres to the project of educational innovation of the Course of Studies in Philosophical Methodologies that will be carried out in collaboration with the University Committee for Educational Innovation.
It is therefore expected a substantial increase in quantity and quality of interactive activities that already flanked the traditional lectures (individual and group workshops, seminar meetings and workshops with professionals in the field, ‘dialogue lessons’ with teachers and experts, active participation of students) together with the introduction of new methodologies (peer education, brainstorming, flipped classroom) and additional tools (use of conceptual maps, reflexive diary and Aulaweb features such as the interactive Glossary, Quizzes, Instant Polls). Particular attention will be paid to the use of role playing, also in connection with the course of Didactics of Philosophy.
With respect to teaching methods (in presence, at a distance or blended) will be implemented the decisions taken by the Course of Studies in the light of the ‘Measures relating to the development of teaching in Phase 3' arranged by the University due to the current health and epidemiological situation.
Please refer to the Aulaweb course page for specific updates.

SYLLABUS/CONTENT

Contents for students who are taking the 6 CFU course

Foundations of Psychopedagogy: Theories and Practices.

The course aims to outline the foundations of psychopedagogy as a pedagogical discipline attentive to the multiple psychological factors always at play in the educational event, within the various formative contexts and in every season of life, paying particular attention to the processes of teaching-learning at school, the professional training of the teacher and the dimensions of life-long, life-wide and life-deep education.

The following topics will be developed:

The disciplinary identity and the epistemological status of Psychopedagogy

Historical phases, protagonists and main perspectives of Psychopedagogy.

Methodologies of psychopedagogical research.

Psychopedagogy at school: motivation and cognitive styles, learning programming and instructional design, teaching models/methods/methodologies, evaluation and assessment, didactic continuity, orienteering, teaching Human Sciences.

Special Psychopedagogy and inclusive education.

Psychopedagogical training for teachers.

Lifelong Learning and Psychopedagogy.

Pedagogical supervision and counseling.

Contents for students who are taking the 9 CFU course

Module I: see contents of the 6 CFU course

Module II: Biographical-Narrative Methods in Psychopedagogical and Didactic Research and Practice.

Biographical-Narrative Methods in Psychopedagogical and Didactic Research and Practice.

The module is dedicated to the presentation of biographical-narrative methods such as specific approaches to research in the psychopedagogical field and valid educational tools aimed at the discovery, promotion and co-construction of the self and the other. Particular attention will be given to the pedagogical-transformative nature of autobiographical and biographical practices both at school and in adult education.

The following topics will be developed:

History and Application Perspectives of Biographical Methods.

Biographical Methods in Education.

Autobiography and Didactics.

Biographical Interventions in Adult Educational Contexts.

Biographical Research in Education and Narrative Interview.

RECOMMENDED READING/BIBLIOGRAPHY

Bibliography for students who are taking the 6 CFU course

A text among:

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

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

M. FABERI, Psicopedagogia dello sviluppo, FrancoAngeli, Milano, 2016.

An essay or an article among:

P. BARONE, “La professionalità dell’insegnante: tra materialità e affettività”, in F. CAPPA (a cura di) Metodo e qualità dell’esperienza scolastica, FrancoAngeli, Milano, 2014, pp. 51-67.

M. T. MOSCATO, Il docente di Scienze umane: profilo culturale e formazione metodologica, “Studium Educationis”, anno XIV, n. 1, febbraio 2013, pp. 69-83 (available on line).

O. ROSSI CASSOTTANA, Permanenze e piccole grandi ‘rivoluzioni’ nella prima infanzia. Lo sguardo pedagogico e psicologico sulla genesi del primo senso di sé, “CQIA - Rivista Formazione, Lavoro, Persona”, anno IX, 2019, n. 29, pp. 47-55 (available on line).

Not attending students are required to read another text among:

D. BRUZZONE, Carl Rogers. La relazione efficace nella psicoterapia e nel lavoro educativo, Carocci, Roma, 2007.

L. MORTARI, Ricercare e riflettere. La formazione del docente professionista, Carocci, Roma, 2011.

M. T. MOSCATO, Insegnare scienze umane, Clueb, Bologna, 2007.

M. PALMA (a cura di), Consulenza pedagogica e Clinica della formazione, FrancoAngeli, Milano, 2017.

Bibliography for students who are taking the 9 CFU course

A text among:

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

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

M. FABERI, Psicopedagogia dello sviluppo, FrancoAngeli, Milano, 2016.

An essay or an article among:

P. BARONE, “La professionalità dell’insegnante: tra materialità e affettività”, in F. CAPPA (a cura di) Metodo e qualità dell’esperienza scolastica, FrancoAngeli, Milano, 2014, pp. 51-67.

A. I. DADDI, Educare ad educare. Storie di vita, fiabe per adulti e ‘pedagogia psicoanalitica’ in azione, “International Journal of Psychoanalysis and Education”, vol. VIII, n. 1, giugno 2016, pp. 56-62 (available on line).

M. T. MOSCATO, Il docente di Scienze umane: profilo culturale e formazione metodologica, in “Studium Educationis”, anno XIV, n. 1, febbraio 2013, pp. 69-83 (available on line).

O. ROSSI CASSOTTANA, Permanenze e piccole grandi ‘rivoluzioni’ nella prima infanzia. Lo sguardo pedagogico e psicologico sulla genesi del primo senso di sé, “CQIA - Rivista Formazione, Lavoro, Persona”, anno IX, 2019, n. 29, pp. 47-55 (available on line).

Moreover, for module II, is required the study of a text among:

F. CAMBI, L’autobiografia come metodo formativo, Laterza, Roma-Bari, 2002.

D. DEMETRIO (a cura di), Educare è narrare. Le teorie, le pratiche, la cura, Mimesis, Milano-Udine, 2012.

B. MERRILL, L. WEST, Metodi biografici per la ricerca sociale, Apogeo, Milano, 2012.

D. ORBETTI, R. SAFINA, G. STACCIOLI, Raccontarsi a scuola. Tecniche di narrazione autobiografica, Carocci, Roma, 2005 (particularly suitable for those who aspire to teach in the first degree of secondary school).

S. ALBERTI, Pratiche filosofiche a scuola. La classe, l’ascolto, il racconto autobiografico, il pensare simbolico, Ipoc, Milano, 2009 (particularly suitable for those who aspire to teach in the second degree of secondary school).

Not attending students are required to read another text among:

R. ATKINSON, L’intervista narrativa. Raccontare la storia di sé nella ricerca formativa, organizzativa e sociale, Cortina, Milano, 2002.

F. BATINI et al., Le storie siamo noi. Gestire le scelte e costruire la propria vita con le narrazioni, Liguori, Napoli, 2009.

D. BRUZZONE, Carl Rogers. La relazione efficace nella psicoterapia e nel lavoro educativo, Carocci, Roma, 2007.

F. CAPPA (a cura di), Metodo e qualità dell’esperienza scolastica, FrancoAngeli, Milano, 2014.

L. FORMENTI (a cura di), Attraversare la cura. Relazioni, contesti e pratiche della scrittura di sé, Erickson, Trento, 2009.

S. FRESKO, C. MIRABELLI (a cura di), Qual è il tuo mito? Mappe per il mestiere di vivere, Mimesis, Milano-Udine, 2016.

I. GAMELLI (a cura di), Il prisma autobiografico. Riflessi interdisciplinari del racconto di sé, Unicopli, Milano, 2003.

I. GAMELLI, C. MIRABELLI, Non solo a parole. Corpo e narrazione nell’educazione e nella cura, Cortina, Milano, 2019.

L. MORTARI, Ricercare e riflettere. La formazione del docente professionista, Carocci, Roma, 2011.

M. T. MOSCATO, Insegnare scienze umane, Clueb, Bologna, 2007.

M. PALMA (a cura di), Consulenza pedagogica e Clinica della formazione, FrancoAngeli, Milano, 2017.

F. M. SIRIGNANO, S. MADDALENA, La pedagogia autobiografica. Riflessioni e percorsi formativi, Pensa Multimedia, Lecce, 2012.

TEACHERS AND EXAM BOARD

Exam Board

ANDREA IGNAZIO DADDI (President)

OLGA ROSSI

ALBERTO GRECO (Substitute)

STEFANIA ZANARDI (Substitute)

LESSONS

LESSONS START

Monday 28th September 2020

Class schedule

EDUCATIONAL PSYCOLOGY

EXAMS

EXAM DESCRIPTION

Final examination consists in an oral exam for both attending and not attending students.

To the attending students is reserved the chance to take part of the exam with a specific written test on the topics learned during the course.

ASSESSMENT METHODS

At the end of each module’s lessons, for all the attending students, there will be a written test of formative evaluation (quiz) relating to the basic contents of the teaching as an opportunity to self-verify their preparation for the oral exam. Students attending with assiduity (65-70% of the lessons) will also be reserved, at the end of the first module, the opportunity to take a further written summative assessment (open-ended questions) which will define the 50% of the overall assessment during the exam, reducing the study load for the oral. This written test will be considered valid only until the last appeal of September of the academic year in which it was sustained.
At the end of the second module, students who attend assiduously (65-70% of the lessons) will have the chance to produce an autobiographical essay, conduct a biographical interview, present their reflexive diary or draft an autobiographical teaching project agreed with the teacher. They will have to upload it to Aulaweb at least ten days before the chosen appeal and it  will be subject to summative evaluation helping to further define the assessment during the exam and reducing the study load for the oral.
The conclusion of the exam is always in oral form on a text chosen by the candidate.
Attending to the lessons (65-70%) and taking the above written summative tests allow to reduce the didactic load to a single text both for those who follow the course for 9 CFU and for those who follow the course for 6 CFU.

Not attending students will be assessed only through the oral exam on all the texts suggested.

Both in written and oral examination will be assessed:

• the understanding and mastering of specific disciplinary contents;
• the ability to organize and expose knowledge;
• lexical correctness and appropriateness;
• the ability of critical judgment on the topics studied;
• the ability to integrate in a founded and autonomous way what studied with one’s own cultural heritage.

Exam schedule

FURTHER INFORMATION

Any additional materials will be provided by the teacher during the lessons and will be made available on AulaWeb.

Students who regularly attend classes may use their course notes as study material that partially replaces the texts.

Not attending students are invited to contact the teacher to agree on the program.

LESSONS TIMETABLE

Monday 9/11 a.m.

Tuesday 9/11 a.m.

Friday 11 a.m./1 p. m.

EXAMS

14th December 2020

21st January 2021

9th February 2021

11th May 2021

8th June 2021

22nd June 2021

23th July 2021

14th September 2021