The course aims to affirm the need to place pedagogical reflection today at the centre and hence the exercise of reflective thinking in professional contexts.  

The construct of good practice, used in educational contexts, will also be addressed in the light of the same theme, for a critical analysis from a pedagogical point of view.

In particular, the course aims to promote:

Knowledge of the theoretical and historical evolution of reflexive thinking
Knowledge of devices useful for the formation of reflexive thinking in the professional field in the perspective of lifelong learning
The deepening of teachers' reflective thinking 
The ability to problematise the use of the construct of good practice in education
The study of requirements and guiding criteria for the definition and implementation of good practices

- Fare comunità di pensiero: il pensiero riflessivo (Lezioni 19-20-21-22-23-24-25-26-27-28) 

a. theoretical foundations

b. directions and conditions of reflective thinking

c. community of thought Characteristics 

d. research The reflective teacher 

e. the reflective teacher's thinking

f. vicious and virtuous circuits of thought change

g. reflective devices and practices

- Per una pedagogia critica delle buone prassi in ambito educativo (Lessons 29-30-31-32-33-34-35-36)

a. The concept of good practice 

b. Culture of evidence and Evidence Based Education

c. Requirements and criteria for good practice

d. Summary of the entire course

Not planned

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

Knowledge and understanding:

understanding of the concepts of general pedagogy covered in the course;

knowledge of the theoretical contribution of the main authors on the topics addressed;

knowledge of the theoretical contribution of the main authors with reference to reflexive thinking;

understanding of the main reflexive devices proposed, in relation to their use in professional contexts;

knowledge of the construct of good practice in education; 

understanding of the theoretical path that led to the definition of this construct. 

Applying knowledge and understanding:

show understanding of the theoretical and methodological approaches of pedagogy to reflexive thinking, with particular regard to teacher training;

recognise directions and conditions of reflective thinking in educational practice;

demonstrate the ability to use knowledge and concepts on reflective thinking in a professional context, to reason according to the logic of general pedagogy;

ability to analyse examples of the use of the construct of good practice.

Making judgements:

critically evaluate acquired knowledge and concepts also in relation to particular contexts and situations;

recognise themes and problems of general pedagogy in relation to training in reflective thinking;

critically evaluate the appropriateness of devices, procedures and tools for solving problems in educational contexts by the reflective practitioner;

interpret problem situations by formulating pedagogical intervention hypotheses, enhancing the educator's reflexive competence;

simulate some reflexive procedures used in professional training;

recognise specificities of different approaches to the construct of good practice;

critically evaluate acquired knowledge and concepts in relation to different models of good practice. 

Communication skills:

express course content clearly, explaining its meaning;

communicate through the use of discipline-specific language;

argue about issues and problems using the vocabulary of the problem-solving approach.

Learning skills:

use knowledge and concepts to reason according to the specific logic of the pedagogical discipline;  

use acquired knowledge and concepts to foster connections within the pedagogical discourse;

to move independently in the study of the texts and teaching materials provided;

rework acquired concepts in a personal and critical manner.

use acquired knowledge and concepts to promote reflective thinking; 

identify reflexive devices appropriate to the contexts;

simulate the design of reflective devices, procedures and tools.

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

In-presence exercises (individual, in pairs and in groups, also with the use of technological tools).

Formative assessment tests in itinere (self-assessment) in presence and/or online with delivery on the moodle platform ' blended.uniurb.it)

Optional materials in English will be made available on the blended platform during the semester. 

Teaching

The course is spread over two days per week.
Depending on the topics dealt with, the lessons may be face-to-face, dialogue-based, so as to encourage students to reflect with the lecturer, group work, exercises and simulations, individual or otherwise, seminars.

Attendance

Not required.

Course books

- Michelini M.C., (2016), Fare Comunità di pensiero. Milano: FrancoAngeli, pag.1-207   

- Michelini M.C., (2018), Per una pedagogia critica delle buone prassi. Milano: FrancoAngeli, pag. 1-167

Assessment

The expected objectives are verified through an oral interview.
The assessment criteria are as follows 
- relevance and effectiveness of the answers in relation to the programme content
- degree of articulation of the answer
- adequacy of the disciplinary language used
- The ability to critically discuss the topics covered is also an important requirement. 
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

The course is spread over two days per week.
Depending on the topics dealt with, the lessons may be face-to-face, dialogue-based, so as to encourage students to reflect with the lecturer, group work, exercises and simulations, individual or otherwise, seminars.

Attendance

Not required

Course books

- Michelini M.C., (2016), Fare Comunità di pensiero. Milano: FrancoAngeli, pag.1-207   

- Michelini M.C., (2018), Per una pedagogia critica delle buone prassi. Milano: FrancoAngeli, pag. 1-167

Assessment

The expected objectives are verified through an oral interview.
The assessment criteria are as follows 
- relevance and effectiveness of the answers in relation to the programme content
- degree of articulation of the answer
- adequacy of the disciplinary language used
- The ability to critically discuss the topics covered is also an important requirement. 
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.

The teaching is borrowed on the 12-credit-credit Advanced Course in General Pedagogy of the same Degree Course in Pedagogy.

The programme corresponding to the Pedagogy of Education Advanced Course of 6 CFU will be taught in the second 36 teaching hours of the course (second semester).

The starting date will be communicated via the blended platform forum.