Salta al contenuto principale della pagina

EDUCATIONAL PSYCHOLOGY

CODE 84352
ACADEMIC YEAR 2022/2023
CREDITS
  • 9 cfu during the 2nd year of 8465 METODOLOGIE FILOSOFICHE (LM-78) - GENOVA
  • 9 cfu during the 1st year of 8465 METODOLOGIE FILOSOFICHE (LM-78) - GENOVA
  • SCIENTIFIC DISCIPLINARY SECTOR M-PED/01
    TEACHING LOCATION
  • GENOVA
  • SEMESTER 1° Semester
    TEACHING MATERIALS AULAWEB

    OVERVIEW

    Psychopedagogy is a discipline arisen from the mixture between General Pedagogy, Didactics and Psychology. As a matter of fact, it is fully framed in the Scientific Disciplinary Sector M-PED/01 and, as such, it focuses on the educational action within the various life ecosystems an individual may live in, allowing to design research pathways through specific methodologies.

     

    AIMS AND CONTENT

    LEARNING OUTCOMES

    Because Psychopedagogy is a border discipline between Pedagogy and Psychology, it aims to identify the specificity of educational and psychological events and to study the contribution of a specifically psychopedagogical research. In this field, the identity of the discipline in question is defined with respect to General Pedagogy, Didactics and Psychology. The educational objectives aim to make students gain critical awareness of knowledge related to the identity of the above-mentioned discipline.

     

    AIMS AND LEARNING OUTCOMES

    AIMS

    1. Acquiring the awareness of Psychopedagogy’s main contents and principles.
    2. Understanding the interdisciplinarity of Psychopedagogy.
    3. Being familiar with the specific methodologies used by Psychopedagogy 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. Investigating, also through psychopedagogical detailed study, personal professional objectives within the field of Human Sciences.
    6. Rising students’ awareness about self-assessment with regards to personal propensions towards psychopedagogical dimensions of  socio-cultural professions.
    7. Encouraging students’ potential disposition or inclination to practice the profession of teacher in the various types and grades of schools.
    8. Acqiring specific spychopegagical skills required in order to participate to a public competition for secondary school teachers.

     

    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 prevalent didactic method is the university lesson ex cathedra.

    Traditional academic lessons however alternate with seminars and workshops that require students to participate actively. 

    SYLLABUS/CONTENT

    Contents for students who are taking the 6 CFU course

    Module I: see contents of the 6 CFU course

    Psychopedagogy and its identity as a discipline

    Definition, object of study and application fields of psychopedagogy

    Socialization and adaptation

    Maladaptive feedback to socialization processes

    Aggressive, antisocial and dependent behaviors

    Adaptive feedback to socialization processes

    Psychopedagogical research methods

    Educational psychopedagogy: 

    New Technologies: definition, features, types (multimedia, hypermedia and hypertexts)

     

    Internet: definition, History, Features, Functions:

    informative (the importance of websites in developing knowledge)

    Formative (the importance of learning through information technology means and platforms, e-learning and e-books)

    Socio-relazionale (importanza degli apprendimenti attraverso l’uso telematico ed e-book)

    Socio-relational (the importance of learning through information technology means and e-books)

     

    Contents for students who are taking the 9 CFU course

    Module I: please check the 6 cfu program

    Module II: digital immigrants and digital natives and inclusive teaching

     

    Special psychopedagogy elements and inclusive teaching

    General systems theory as a reading model for the class

    Behavioral strategies for inclusion: theories and models

    Psychopedagogical training for teachers

    Psychopedagogy and digital natives

     

    RECOMMENDED READING/BIBLIOGRAPHY

    Bibliography for students who are taking the 6 CFU course

    One  text among:

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

    G. AMENTA, L’osservazione dei processi d’apprendimento, Scholè, 2020

    D. IANES, La speciale normalità, Erickson, 2006

    For non-attending students, further readings are requested upon a single choice between:

     V. CASCINO I linguaggi plurilitici della generazione iGEN. L’importanza dei social network nella rappresentazione del sé, in " Quaderni di psicoanalisi e psicodramma analitico” n.1/2, 2020(disponibile online).

    O. ROSSI CASSOTTANA, Riprogettarsi per rimotivarsi: nuovi 'spazi mentali' per la professione docente, in  "Il Nodo. Scuole in rete", n. 42/2012 (disponibile online).

    Bibliography for students who are taking the 9 CFU course

    One text among:

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

    G. AMENTA, L’osservazione dei processi d’apprendimento, Scholè, 2020

    D. IANES, La speciale normalità, Erickson, 2006.

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

    P. FERRI   Nativi digitali,  Mondadori Bruno, 2011

    J. M. TWENGE Iperconnessi, Giulio Einaudi Editore, 2018

    For non-attending students, further readings are requested upon a single choice between:

    V. CASCINO  Uso ed ab-uso nei social network negli adolescenti pandemici. Un’indagine esolorativa, in " Quaderni di psicoanalisi e psicodramma analitico” n.1/2, 2021(disponibile online).

    A. I. DADDI, Per una pedagogia psicoanalitica: destino di un'utopia e nuovi ambiti di sperimentazione. Considerazioni ed ipotesi sui rapporti tra pedagogia e psicoanalisi, in "International Journal of Psychoanalysis and Education", n. 3/2011 (disponibile online).

    TEACHERS AND EXAM BOARD

    Exam Board

    VINCENZO CASCINO (President)

    MARIA CRISTINA AMORETTI

    LESSONS

    LESSONS START

    19 September 2022

    EXAMS

    EXAM DESCRIPTION

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

    During the  the exam attending students will be invited to present a personal work on a theme agreed with the teacher.

    Not attending students will be assessed through the oral exam only.

     

    ASSESSMENT METHODS

    Oral exam assessment is always personalized and detailed in:

    acquired contents; (max 15/30)

    previous cultural skills, if emerging; (max 5/30)

    pedagogical interpretative capabilities; (max 5/15)

    acquired disciplinary lexicon and concepts; (max 5/15)

    The general assessment, articulated in more specific evaluations, is expressed in thirties

     

    Exam schedule

    Date Time Location Type Notes
    16/01/2023 15:00 GENOVA Orale
    08/02/2023 15:00 GENOVA Orale
    22/05/2023 15:00 GENOVA Orale
    05/06/2023 15:00 GENOVA Orale
    20/06/2023 15:00 GENOVA Orale
    04/09/2023 15:00 GENOVA Orale