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).
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
LEARNING OUTCOMES
At the end of the course students should be able to:
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.
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.
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.
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. 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).
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).
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.
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.
F. M. SIRIGNANO, S. MADDALENA, La pedagogia autobiografica. Riflessioni e percorsi formativi, Pensa Multimedia, Lecce, 2012.
Ricevimento: Friday 9-11 a.m., by appointment after contacting email.
ANDREA IGNAZIO DADDI (President)
OLGA ROSSI
ALBERTO GRECO (Substitute)
STEFANIA ZANARDI (Substitute)
Monday 28th September 2020
EDUCATIONAL PSYCOLOGY
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.
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:
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
