The course will address the theme of reflective thinking as a key to the educational and training challenges of modernity.

The analysis will be conducted both from the point of view of theoretical foundations and possible methodological and operational dimensions.In the light of the same theme, the issue of the child education school's model of infant education will also be addressed in the light of the best pedagogical tradition in Italy.

In particular, the course aims to promote:

Knowledge of the main basic concepts of general pedagogy
The ability to reason according to the logic of general pedagogy, in terms of the concepts and themes dealt with
The knowledge of the theoretical and historical evolution of thoughtful thought
The knowledge of tools useful for the formation of reflective thinking in the vocational field in the perspective of lifelong learning.
The deepening of the reflective thinking of the teachers
The ability to tackle the issue of the training model
The study of some educational models of the infant school in the light of the best Italian pedagogical tradition 

Reflective thought (Lessons 1-2-3-4-5-6)

1.1. Theoretical foundations

1.2. Directions and conditions of thoughtful thought

1.3. The formation of the reflective professional

1.4. Models for the development of thoughtful thinking in initial and in-service teacher training. Coordinates and tools

2. Community of thought (Lessons 7-8-9)

2.1. Features

2.2. From community to practice to community of thought

3. The Reflective Teacher (Lessons 10-11-12-13-14-15)

3.1. Reflective thinking of teachers

3.2. Vicious circuits and virtuous circuits of change ideas

3.3. Devices and Reflective Practices

4. The childhood school for the formation of thought (lessons 16-17-18-19)

4.1. The mind of the child and infantile intellectual formation

4.2. The model of the school of childhood to new address

4.3.from Maria Montessori to the prospects for the development of the childhood school

Not foreseen

In relation to General Pedagogy at the end of the course the student must show the possession:

Knowledge and understanding:

Basic knowledge of the main lines of epistemological debate in general pedagogy, with particular reference to reflective thinking in the professional field;
Understanding of the fundamental concepts of the general pedagogy provided by the course;
Knowledge of the theoretical contribution of the main authors on the topics dealt with;
Understanding of the main reflective devices proposed in relation to their use in professional contexts;
Knowledge of the models of childhood school presented;
Understanding of similarities, differences, strengths and possible improvement of such models.
Applied knowledge and understanding:

To demonstrate the understanding of the theoretical and methodological approaches of pedagogy to reflective thought, with particular regard to the training of teachers (initial and in service);
To recognize directions and conditions of reflective thinking in a formative key;
To demonstrate the ability to use knowledge and concepts on reflective thinking in the professional field, to reason in the logic of general pedagogy;
Ability to analyze the characteristics of some new-school childhood models.
Making judgments:

To recognize themes and problems of general pedagogy in terms of formation to thoughtful thought;
Critically evaluate the adequacy of devices, procedures and tools for solving problems of educational contexts by the reflective professional;
Interpreting problem situations by formulating hypotheses of pedagogical intervention, enhancing the reflective competence of the educator;
To simulate some of the reflexive procedures used in vocational training;
To recognize the specificities of the different models of childhood school;
Critically use knowledge and concepts in relation to infantile intellectual education models for the childhood school.
Communication skills:

To express the contents of the course clearly, explaining the meaning;
Communicating through the use of a specific disciplinary language;
To argue on issues and characteristic problems of reflection-based education and child-rearing school models.
Learning Skills:

Use knowledge and concepts to reason according to the logical specificity of pedagogical discipline;
Use knowledge and concepts to promote reflective thinking;
Identify reflective devices adapted to contexts;
Simulating the design of reflective devices, procedures and tools;
Move independently into the study of the texts and didactic materials provided.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

• Exercises
•  Integrative workshops. Two seminars are planned:

INTRODUCTION TO GENERAL PEDAGOGY, seminar held by prof. Maria-Chiara Michelini, addressed to students authorized by the University to sign up to the CDL, following the start of the lessons, following the sliding of the ranking of access.

CRITICAL THINKING AND THINKING THOUGHT. THE CONTRIBUTION OF JHON DEWEY. Seminar held by prof. Maria-Chiara Michelini, in collaboration with, dott. Alessandra Bertini, an expert on the subject approved by the competent academic bodies.

Teaching

Teaching will be structured on two weekly days.

The lessons, depending on the topics discussed, may be frontal, dialogic, so as to encourage student reflection, group work, exercises and simulations, both individual and non-seminars.

Concerning the coordination of group work, the support of material practitioners authorized by the academic bodies is expected.

As regards the seminars, the support of the material practitioners authorized by the academic bodies is foreseen, as well as the participation of teachers involved in the research "the Reflective Teacher"

Attendance

Attendance is not obligatory

Course books

M.C. Michelini, Educare il pensiero, FrancoAngeli, Milano, 2013, pag. 195.

- M.C. Michelini, Fare Comunità di pensiero, FrancoAngeli, Milano, 2016, pag.207 

- M. Baldacci, Prospettive per la scuola dell'infanzia, Carocci, Roma, 2015.

Assessment

The intended objectives are verified through two types of evidence:

An optional self-evaluation (self-assessment) test at the end of the course consists of a written work with three open-ended questions about the entire program
An oral interview
The formative assessment test (which has been awarded a score of at least 18/30) can be considered, at the student's choice, valid for passing the exam. In case the student chooses not to use it, he or she must support the oral interview.

For both tests, the evaluation criteria are as follows:

Relevance and effectiveness of responses in relation to program content
Degree of response articulation
Adequacy of the disciplinary language used
Another appreciable requirement is the ability to discuss critically the topics discussed.

The final assessment is expressed in thirtieths.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.

Teaching

Non-attending students are encouraged to regularly consult the Moodle> blended.uniurb.it platform where all the materials made available by the teacher and those used during the lessons and seminars (slides and videos discussed in lesson, examples Reflexive devices, in-depth materials, bibliographic tips, etc.)

Through the same platform you will be able to perform the exercises suggested by the teacher.
 

Attendance

Attendance is not obligatory

Course books

M.C. Michelini, Educare il pensiero, FrancoAngeli, Milano, 2013, pag. 195.

- M.C. Michelini, Fare Comunità di pensiero, FrancoAngeli, Milano, 2016, pag.207   

- M. Baldacci, Prospettive per la scuola dell'infanzia, Carocci, Roma, 2015.

Assessment

The intended objectives are verified through two types of evidence:

An optional self-evaluation (self-assessment) test at the end of the course consists of a written work with three open-ended questions about the entire program
An oral interview
The formative assessment test (which has been awarded a score of at least 18/30) can be considered, at the student's choice, valid for passing the exam. In case the student chooses not to use it, he or she must support the oral interview.

For both tests, the evaluation criteria are as follows:

Relevance and effectiveness of responses in relation to program content
Degree of response articulation
Adequacy of the disciplinary language used
Another appreciable requirement is the ability to discuss critically the topics discussed.

The final assessment is expressed in thirtieths.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.