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

Class schedule

EDUCATIONAL PSYCHOLOGY

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