COURSE - Università Roma Tre

Degree Course: Primary teacher education A.Y. 2019/2020

Expected learning outcomes Syllabus Italian version

FIRST YEAR

First semester

Course	Credits	Scientific Disciplinary Sector Code	Contact Hours	Exercise Hours	Laboratory Hours	Personal Study Hours	Type of Activity	Language
22902361 - GENERAL PEDAGOGY	Also available in another semester or year
22902369 - WORKSHOP OF GENERAL PEDAGOGY	Also available in another semester or year
22902362 - History of schools and educational institutions (objectives) The course program is focused on history of Italian school since the unification of Italy to present days. Not only the main changes concerning school programmes through various historical periods but, first and foremost, the very idea of school underlining the juridical-institutional changes occurred between the XIX and the XX centuries will be analysed. Indeed, one of the main objectives of this course is understanding the close relationship between school and society or, in other words, between educational institutions and the society as a whole. Furthermore, beside analysing institutional transformations affecting the school, certain innovative pedagogical experiments realized within the school during the XX century will be studied. Finally, by reading a classical text by John Dewey, some of the most important and innovative topics of the history of pedagogical thinking will be reflected. Knowledge and understanding: - the epistemolgical and metodological dimension of the subject matter; - history of Italian school since 1860 to the latest reforms; - the most innovative pedagogical thinking, both as a history of ideas and as experiments, realized through the XX century. Applying knowledge and understanding: - the close relationship between school and cultural and economic transformations of the Italian society; - the relationship between the current Italian school and its history. Making judgements: - on current events in the light of historiographical interpretations; - on the educational-institutional setting of the school in the context of the society a whole. Communication skills: - Cooperative learning within the classroom; - How to use communicational and relational skills in other learning and educational contexts. Learning skills: - ability to perform critical-historical analyses of educational phenomena; - developing the aptitude to making research in history of education.	8	M-PED/02	60	-	-	-	Basic compulsory activities	ITA
22902364 - General Didactics (objectives) This teaching is proposed for increasing or encouraging the comprehension of: - the relationship between the didactic and personal culture of the teacher and the flexibility of his/fer didactic action; - the connection between didactic actions and actions of the media; - the centrality of the child in the didactic actions chosen by the teacher, as dictated by the “Indicazioni Nazionali per il curricolo della scuola dell’infanzia e del primo ciclo di istruzione”. Studying General Didactics the student will be able to achieve the following educational aims, in the field of Knowledge and understanding: - To connect the characteristics of an education system to its historical, economic and cultural reasons; - To connect culture and didactic action to specific media; - To individuate the difference between didactic methods and didactic techniques; - To improve her/his own pedagogical and didactic culture. Applying knowledge and understanding: - To read and comment the text of the “Indicazioni Nazionali per il curricolo della scuola dell’infanzia e del primo ciclo di istruzione”; - To complete his/her own educative and didactic experiences/point of view with the suggestions received; - To propose didactic hypothesis coherent with the Italian and European regulatory framework. Making judgements: - To identify the peculiarity of every didactic point of view to choose one’s own; - To debate and value the features and the implications of the didactic point of view proposed by the professor; - To improve own awareness about the responsibility of the teaching rule. Communication skills: - To debate explaining his/her own point of view and educational and didactic experiences; - To improve the ability to read aloud and to speak in public; - To increase his/her own abilities to use digital and multimedia technologies. Learning skills: - To increase independent judgement about the proposed and debated matters; - To increase the need continuous of in-depth analysis and documentary research on the Internet, books and periodicals; - To increase his/her own personal culture involving him/herself in the multimedia and digital culture.	6	M-PED/03	45	-	-	-	Basic compulsory activities	ITA
22902370 - LABORATORY The didactic communication	Also available in another semester or year
22910060 - METODOLOGIA della RICERCA EDUCATIVA (objectives) Specific objectives carried out during the course are the following: - identify theoretical and methodological framework as regards empirical and experimental research; - define a problem for research; - design and project hypotheses in educational research; - identify the main research tools; - learn how to critically redraft hypotheses; - identify paths to solve educational issues. Through the course of Methodological reserach in Education, students will be able: In terms of knowledge and understanding: - knowledge of the main theoretical foundations of research in educational context; - knowledge of the main phases of the educational research process; - knowledge of the main analysis tools and evaluation methods in education. In terms of applying knowledge and understanding: - ability to define hypothesis in the educational research context; - ability to use the main data collection tools; - ability to use the main tools for analyzing and evaluating data. In terms of making judgements - ability to formulate research projects in the educational context that respond to the educational needs of a given situation; - ability to formulate judgments on experimental educational situations. In terms of communication skills - ability to present the objectives and phases of an educational research project in an orderly and reasoned way; - ability to critically expose the analyses and evaluations of an experimental research project in educational context. In terms of learning skills: - willingness to explore the perspectives of research in education.	4	M-PED/04	30	-	-	-	Basic compulsory activities	ITA
22902367 - Pedagogy and didactics of music	Also available in another semester or year
22902371 - Laboratory of pedagogy and didatics of music	Also available in another semester or year
22910229 - ISTITUZIONI DI MATEMATICA	Also available in another semester or year
22902464 - Contemporary History	Also available in another semester or year
2290602 - Chemistry and chemistry teaching (objectives) Analyzing the conceptual basis of modern Chemistry comparing the ancient vision of matter as a compound of four elements with the discovery of the Periodic table of elements, the concepts of molecule, valency, and chemical reaction. Presenting the first ideas about chemistry from a superior point of view: states of matter and their transitions, solutions, the geometric structure of crystals, some elements like metals, oxygen, hydrogen, and chemical composition of substances. Deepening the fundamental aspects of the methodology for teaching Chemistry to children: observing objects and substances, the microscope, laboratory experiments, questioning further than candid ideas, the dialogue with the teacher and among peers, and the ability of accounting for scientific information. In terms of knowledge and understanding: - know the elementary chemistry to which children can be approached in pre-primary and primary school, using disciplinary, epistemological and historical elements; - know the crucial topics of chemistry education in pre-primary and primary school. In terms of the ability to apply knowledge and understanding: - promote the ability to carry out educational activities appropriate to the age of children aimed at introducing the topics of chemistry in an engaging and solid way, taking advantage of teaching materials, the resources of the school and the territory; - promote an overall history of the initiation of children to thought in the cycle of pre-primary and primary school. In terms of making judgments: - develop the ability to deal with educational situations in schools and to make educational decisions; - encourage the opening to renewal of teaching practices through the combination of historical, epistemological and didactic research. In terms of communication skills: - develop the ability to bring chemistry and scientific thought closer to children with appropriate tools, instruments, examples, sounds, objects starting from experience and through problems, developing the skills for dialogue in the scientific-philosophical field and the ability to represent geometric and symbolic. In terms of learning skills: - promoting skills and interest in the history and epistemology of chemistry, through books and articles, courses and conferences, with discernment and depth.	4	CHIM/06	30	-	-	-	Core compulsory activities	ITA
22902555 - English language laboratory 1th year	Also available in another semester or year

Second semester

Course	Credits	Scientific Disciplinary Sector Code	Contact Hours	Exercise Hours	Laboratory Hours	Personal Study Hours	Type of Activity	Language
22902361 - GENERAL PEDAGOGY (objectives) General Pedagogy concerns the theoretical and practical training in general education of the future teacher in pre-primaryand primary school. The General Pedagogy is a basic discipline in the curriculum of teacher education and is preliminary to any other discipline. For this reason its study is considered crucial for acquiring the necessary scientific language to understand the epistemological articulation, historical, methodological and introduces the pedagogical knowledge in the context of international development of science education and the definition of the pedagogical theory. The discipline forms to the analysis and understanding of the educational process with critical reflection on the elements that characterize the educational action taking into account the centrality of the person, who is the origin and end of the speech on education. The consideration of the anthropological background which is rooted to the school of the future teacher requires an open mind formation and a professional competence constantly updated. Teachers should be able to respond to the contemporary challenges which make problematic the issue of child development. The study of pedagogy relies on the production of meaning and educating considers relevant contributions of authors and schools of thought that mark the path of transformations that are partially consolidated, such as historical one, and partly on the move, as the becoming of the same education of teacher. The dynamic interaction between possessed knowledge and acquired knowledge allows you to enter the heart of the educational problems and address them with the necessary knowledge. The route leads to the definition of the profile of the teacher in Italy and in Europe, through the knowledge of the formative history outlined by educators and pedagogues who generated scientific theories and scientifically relevant practices starting from their school experience. The connective tissue of the different phases of teaching considers the balance between theory, practice and development, which is the definition of a triple identity: subject, object, knowledge context. The identity of the human person, the subject who knows; the disciplinary identity, an object of knowledge; the identity context of the result of the active interaction between subject and object. From an ethical point of view a specific point concerns the humanistic perspective of values that educate generations who live in school their first experience of educating community and whole responsibility. Within the programme, at the end of the studying of “General Pedagogy” the student will be capable of performing abilities in the context of five dimensions of study as following: 1. Knowledge and understanding - identifying the epistemological status and the methodology of the discipline - identifying the concepts and the problems of the theory of education with national European and international references 2. Applying knowledge and understanding - analyzing the best practices of the school methods - identifying and generalizing educational phenomenon and human process of learning 3. Making judgements - connecting the theory of education and pedagogy with school life - evaluating the innovation in pedagogy 4. Communication skills - interacting using multiple strategies and original tools in different contexts - communicating projects and organizing the pedagogical thought in the educational action 5. Learning skills - carrying on scientific research in general and in school education - managing the educational challenge with creativity and imagination in the perspective of lifelong learning.	8	M-PED/01	60	-	-	-	Basic compulsory activities	ITA
22902369 - WORKSHOP OF GENERAL PEDAGOGY (objectives) The Workshop of General Education aims to raise awareness, to know and compare pedagogy of different school searching for innovation, according to three basic articulations: prevention as action to contrast social exclusion, training as formation of human person, work culture for person, community and society. The methodology is called M.I.T.E. acronym which means Multiple Interaction Team Education and it is based upon the active participation of the students who have the task to build a new pedagogic knowledge. Within the programme, at the end of the Workshop of General Pedagogy the student will be capable of performing abilities in the context of: Knowledge and understanding - identifying the epistemological status and the methodology of the laboratory; - identifying the concepts and the problems of the theory of education with national European and international references. Applying knowledge and understanding - analyzing the best practices of the school methods; - identifying and generalizing educational phenomenon and human process of learning; Making judgements - connecting the theory of education and pedagogy with school life - evaluating the innovation in pedagogy Communication skills - interacting using multiple strategies and original tools - communicating projects and organizing the pedagogical thought in the educational action Learning skills - carrying on scientific research in school education - managing the educational challenge with creativity and imagination in the perspective of lifelong learning.	1	M-PED/01	-	-	8	-	Basic compulsory activities	ITA
22902370 - LABORATORY The didactic communication (objectives) To achieve an expressive activity congruent with the coursework of the General Didactics teaching. Knowledge and understanding: - To understand better, through experience, didactic matters, problems, opportunities. Applying knowledge and understanding: - To materialize useful ideas for the didactic action; - To practise different materials and tools, from pencil and paper to multimedia and digital devices. Making judgements: - To consider new ideas and opportunities for the didactic action; - To be more confident in his/her own abilities. Communication skills: - To engage in group work; - To display the activity realized. Learning skills: - To think doing, to do thinking.	2	M-PED/03	-	-	16	-	Basic compulsory activities	ITA
22902367 - Pedagogy and didactics of music (objectives) The course offers the student an analysis of the double pedagogical-didactic status of Music Education in Pre-primary and Primary School. With the study of Pedagogy and Didactics of Music the student will be able to achieve the following training objectives In terms of knowledge and understanding: - to define and to identify the epistemological and methodological field of the discipline; - to know the theory of musical education in the national and international context. In terms of applying knowledge and understanding: - to analyze the best educational practices of the School with reference to consolidated pedagogical methods; - To identify educational phenomena and processes. In terms of making judgements: - to connect pedagogical theory to school situations and contexts; - to evaluate pedagogical innovations. In terms of communication skills: - to use strategies of human relationships in the classroom and outside the classroom; - to develop competence in the design and organization of pedagogical thinking and educational action in music. In terms of learning skills: - to encourage scientific research in School context; - to understand the educational challenge by identifying problems and proposing solutions in the perspective of lifelong musical learning.	8	L-ART/07	60	-	-	-	Core compulsory activities	ITA
22902371 - Laboratory of pedagogy and didatics of music (objectives) The course offers the student an analysis of the double pedagogical-didactic status of Music Education in Pre-primary and Primary School through active and guided listening. With the Laboratory of Pedagogy and Didactics of Music the student will be able to achieve the following training objectives In terms of knowledge and understanding: - to define and to identify the epistemological and methodological field of the discipline; - to know the theory of musical education through active and guided listening in the national and international context. In terms of applying knowledge and understanding: - to analyze the best educational practices of active and guided listening in the School with reference to consolidated pedagogical methods; - to identify educational phenomena and processes. In terms of making judgements: - to connect pedagogical theory of active and guided listening to school situations and contexts; - to evaluate pedagogical innovations. In terms of communication skills: - to use strategies of human relationships in the classroom and outside the classroom; - to develop competence in the design and organization of pedagogical thinking and educational action in music through active and guided listening. In terms of learning skills: - to encourage scientific research in the field of active and guided listening in School context; - to understand the educational challenge by identifying problems and proposing solutions in the perspective of lifelong musical learning.	1	L-ART/07	-	-	8	-	Core compulsory activities	ITA
22910229 - ISTITUZIONI DI MATEMATICA (objectives) Knowing Mathematics of primary schools within the framework of the current discipline, and along its historical development; being aware of the value, the need, and the nature of mathematical reasoning and of it symbolism. Knowledge and understanding: - know the elementary mathematics of pre-primary and primary schools, making use of disciplinary, epistemological and historical elements, reflecting on primordial and basic mathematical concepts, on the nature of mathematical reasoning and its argumentative techniques, on the extension of the theoretical field of mathematics and mathematical symbolism; - integrate mathematics in the field of culture, as a gateway to scientific thought in its philosophical matrix and its links with techniques and arts. Ability to apply knowledge and understanding: - promote the ability to consider mathematical and scientific literacy in pre-primary and primary school from a superior point of view. Making judgements: - encourage the opening to renewal of teaching practices through the combination of historical, epistemological and didactic research on the basic concepts of mathematics. Communication skills: - develop a superior vision on mathematical language, on symbolism, on representation, on the network structure of mathematical concepts and on approaching reality by setting and solving problems. Learning skills: promote skills and interest in the constant study and tireless updating in the field of elementary mathematics, history and the epistemology of mathematics, through books and articles, conferences, courses and conferences, with discernment and depth.	10	MAT/03	75	-	-	-	Core compulsory activities	ITA
22902464 - Contemporary History (objectives) The knowledge of contemporary (or late modern) history from the French Revolution to the collapse of the communist world, phenomena which, as will be clarified during the course, can be considered plausible terms a quo and ad quem. Knowledge and understanding: The belief that the work of the historian is to fulfill an ethical and civic function is certainly not rare within the Academy. The thread that runs through the course refers to a different conception of the historical work, instead: though probably in the minority among the experts, we believe this conception, rejecting the idea that research must serve extra-scientific goals, to be equally legitimate. Accordingly, the historian, in the exercise of his profession, must repudiate any ethical-pedagogical suggestion; he should reject any blandishment and flattery from those who would want to commission him therapeutic tasks, aimed at regenerating and legitimizing political and institutional systems. Applying knowledge and understanding: To understand the problematic issues connected to the work of the historian and link them with the teaching practice. Making judgements: To explain to the student what must be the intellectual autonomy of the historian, who, if truly such, should not take part, in our opinion, in any process of nation building. Neither a creator of identity nor a promoter of civic virtues, he must indeed take the risk that his work may reveal an irreconcilable contradiction between his professional duties and the civic obligations deriving from belonging to a common citizenship. Communication skills: The student will become able to bring out, with appropriate language, the problematic issues of the discipline. Learning skills: Let the student understand that Block's Defending the Undefendable is the best access key to understanding everything else.	8	M-STO/04	60	-	-	-	Core compulsory activities	ITA
22902555 - English language laboratory 1th year (objectives) Laboratory provided by the CLA.	2	L-LIN/12	-	-	16	-	Other activities	ITA

SECOND YEAR

First semester

Course	Credits	Scientific Disciplinary Sector Code	Contact Hours	Exercise Hours	Laboratory Hours	Personal Study Hours	Type of Activity	Language
22910052 - DIDATTICA INCLUSIVA (objectives) The course aims to promote and analyze the methodological and practical teaching skills to design, plan and manage inclusive learning environments that refer to a school able to respond coherently to the cultural and environmental complexity that characterizes the present society. In this inclusive perspective it has made a re-reading of the teacher's role and teaching-learning processes in Infant School and in Primary School. With the study of Inclusive Education the student will be able to achieve the following training objectives. In terms of knowledge and understanding: - knowledge and understanding of the phenomena that characterize the current school and social reality about inclusive processes; - knowledge and understanding of the current socio-political, cultural, and scientific debate regarding the transition from the Italian school system to the integration model to the inclusion model; - knowledge and understanding of the didactic implications of the classroom presence of students who are characterized by high levels of difference. In terms of applying knowledge and understanding: - skills to apply real-class procedures and strategies to develop an inclusive environment; - skills to bring about inclusive didactic forms focused on individualization and personalization processes for all students. In terms of Making judgements - Skills to initiate professional context analysis procedures aimed at breaking the barriers to participation and learning that all students may have. In terms of Communication skills: - be able to use narrative mediators to facilitate inclusive processes involved in classroom life and school life in general; - be able to develop forms of networking in order to create a context of inclusive school community. In terms of Learning skills: - opening to innovations; - availability to experimentation; - ethical involvement in issues raised; - creativity in our educational point of view.	10	M-PED/03	75	-	-	-	Basic compulsory activities	ITA
22902611 - Laboratory of Educational technology	Also available in another semester or year
22902365 - EDUCATIONAL TECHNOLOGY (objectives) The main purpose of this course is to develop, to strengthen or improve students’ pedagogic consciousness about the presence and use of technologies at school and into society. Studying Tecnologie didattiche the student will be able to achieve the following educational goals. - In terms of knowledge and capacity of understanding: knowledge and comprehension of the impact of the media in the educational context; knowledge and comprehension of the digital logic in the modern education system. - In terms of capacity to apply knowledge and understanding: ability to process teaching strategies - In terms of autonomy of judgement: ability to adapt educational technologies into the reality of schools. - In terms of ability to communicate: ability to elaborate narrations inside of media system. -In terms of capacity of learning: ability to react to communicative stimuli of the society.	4	M-PED/03	30	-	-	-	Basic compulsory activities	ITA
22902378 - Developmental and educational psychology	Also available in another semester or year
22902388 - Children's Literature (objectives) The educational objectives of the Children’s Literature Course include disciplinary study, accompanied by teaching strategies useful for fostering meaningful learning both in terms of scholastic motivation and affective and socio-relational profile. Furthermore, they include the study of the cognitive, affective and socio-relational aspects of learning to read literary texts for children, so that the teacher can analyze and manage these aspects, thus contributing to the overall education of the child, in a class atmosphere positive that promotes individual and social well-being. In particular, the Children’s Literature promotes in the student: - reflection on the role of reading texts and images in culture and contemporary society, based on a critical knowledge related to the evolution of contemporary publishing production, also with international openings; - specific competence in welcoming children in kindergarten and guiding their training up to primary school, promoting and developing autonomy and awareness of symbolic thought and intellectual maturation by starting a dynamic relationship and creative with the book and narration; - advanced preparation in the fundamental themes of educational sciences, with particular regard to the knowledge and skills of the psychological, pedagogical and social aspects relating to children and their development, from birth to adolescence, and related to learning and teaching in kindergarten and primary school; - competence in teaching methods and teaching techniques characteristic of kindergarten, such as play, listening, reading aloud and practical experience; - the historical-critical analysis of the fundamental nodes of the literature for western children, which favors an autonomy of judgment and an aptitude to search for new solutions and didactic proposals suitable for the various classes. With the course of Children’s literature, students will be able to achieve the following educational goals: In terms of knowledge and understanding: - knowledge in the field of children's literature, with particular attention to the historical development of this discipline and the aspects of research and the interpretative criticism of literary text for children - knowledge of the prospects and theoretical models of children’s literature - knowledge of the main models of didactic design and evaluation methods of the child-narrative-book relationship. - knowledge of IT tools and technologies for innovation-based teaching, in particular relating to the use of paper and digital texts In terms of ability to apply knowledge and understanding: - ability to create an authentic educational relationship aimed at emotional-emotional, socio-cultural and cognitive maturation gained through a conscious use of pre-reading and reading in both primary and secondary schools; - ability to design and realize training paths that use narrative and book with a variety of methodologies and organizational solutions appropriate to child development and learning progression; - ability to take care of documentation, to monitor teaching and to devise instruments for verifying and evaluating student learning, taking due consideration of INVALSI trials and those resulting from the major international surveys on learning levels (IEA TIMSS and PIRLS). In terms of autonomy of judgment: - Attitudes to problematize situations and educational events, to analyze them deeply and to elaborate them in a reflective way, putting children in the condition of always elaborating a personal reading perspective; - Aptitude to consider alternative solutions to problems and to make decisions that respond to the student's training needs, stimulating them, for example, from switching from verbal to graphic language when approaching narratives; - Aptitude to renew didactic practices through openness to research, experimentation and innovation through the use of appropriately selected editorial products. In terms of communicative abilities: - ability to expose in an organized manner the objectives and the nature of the teaching activity through educational and educational planning, with particular reference to the use of illustrated stories; - the ability to entertain positive relationships with pupils' families, showing openness and genuine interest in dialogue and adopting the humanistic-affective log of communication, with particular reference to families of pupils of different culture or religion; - the ability to use digital communication tools in school contexts both to use teaching technology and to reduce the distance between formal languages of scholastic and informal languages. In terms of lifelong learning: - Aptitude to always extend their knowledge of editorial novelties in the field of literature for children and adolescents.	8	M-PED/02	60	-	-	-	Core compulsory activities	ITA
22902380 - ITALIAN LINGUISTICS	Also available in another semester or year
22902556 - English language laboratory 2th year	Also available in another semester or year
22910063 - TIROCINIO 2° ANNO	Also available in another semester or year

Second semester

Course	Credits	Scientific Disciplinary Sector Code	Contact Hours	Exercise Hours	Laboratory Hours	Personal Study Hours	Type of Activity	Language
22902611 - Laboratory of Educational technology (objectives) The Laboratorio's goals are the consciousness about the complexity and peculiarity of the multimediality. It will be analyzed the social construction of the knowledge, making a short video that will be shared on the web. With the Laboratorio of Tecnologie didattiche the student will be able to achieve the following learning objectives. - In terms of knowledge and capacity of understanding: knowledge and comprehension of the logic of sharing on the web - In terms of ability to apply knowledge and comprehensiom: ability to use multimedia communicative strategies in schools. - In terms of autonomy of judgement: ability to start shared and inclusive paths at school. - In terms of ability to communicate: ability to start creative paths at school. - In terms of ability to learn: ability to work in group, ability to activate strategies of "problem solving".	3		-	-	24	-	Other activities	ITA
22902378 - Developmental and educational psychology (objectives) The course provides students with theoretical knowledge on human development in different domains (cognitive, social, emotional) and operational tools to apply that knowledge to the educational context. Knowledge and understanding of: - the main theoretical models on development and learning processes; - the main theoretical models of the teaching-learning dynamics; - the research methods used in developmental and educational psychology; - the cognitive, social, and emotional development from infancy to early adolescence; - the psychological processes involved in the major acquisitions of preschool and primary school children. Applying knowledge and understanding: - ability to analyze school situations according to theories and psychological processes; - ability to analyze learning contexts according to theories and psychological processes. Making judgements: - aptitude to find connections between psychological theories and school situations; - aptitude for interpreting pupils' needs in psychological terms; - aptitude for self-evaluation of behaviors and skills as a teacher; - aptitude for evaluating teaching practices according to the progress of research in developmental and educational psychology. Communication skills: - master the specific scientific language. Learning skills: - interest in basic and applied research in developmental and educational psychology; - attitude to life-long learning on the psychological aspects involved in the school.	8	M-PSI/04	60	-	-	-	Basic compulsory activities	ITA
22902379 - Sociology of education and children (objectives) The purpose of the course is to lay the foundations of childhood culture as a permanent condition of every human community. The priority will be to identify myths, values, roles of behavior in different contexts that define the concept of childhood and inspire political, social, pedagogical and economic practices. With the study of the Sociology of Education and Childhood the student will be able to achieve the following training objectives. In terms of knowledge and understanding: - identify, investigate and understand the main orientations of the theory of sociological thinking in relation to childhood; - learn the fundamentals of sociological epistemology. In terms of applying knowledge and understanding: - learn the features of the approach to the study of childhood, its characteristics and its basic concepts; - identify, analyze and understand the phenomena of educational development processes. In terms of autonomy of judgment: - Link sociological theory to educational issues, progress and social change; - Understand the global society of our century through sociological currents. In terms of communicative abilities: - acquire mastery of the scientific language of expertise; - develop competence in the design and organization of pedagogical thinking and educational action. In terms of learning ability: - understand the myths, values and patterns of behavior of contemporary social models; - Understand the processes of change in the relationship between the field of childhood and the different sectors of the social.	8	SPS/08	60	-	-	-	Basic compulsory activities	ITA
22902380 - ITALIAN LINGUISTICS (objectives) This course aims at: - Debunking some of the most pervasive myths and prejudices regarding language and languages and making way to the results of contemporary research in the sciences of language. - Providing students with sound information regarding how foreign languages are best learned and taught. - Enhancing students’ metalinguistic capabilities to improve their command of written language and their ability to improve their pupils’ command of written language, both native and L2 speakers. - Providing students with the linguistic knowledge implied in the processes of both teaching literacy and preparing pre-school children to literacy. - Presenting the results of contemporary research in syntax – aiming at replacing traditional grammar, both scientifically and educationally obsolete – which will provide the basis of their grammatical teaching at school. 1. AS FOR KNOWLEDGE AND UNDERSTANDING, STUDENTS ARE SUPPOSED TO a. change their own views on language and languages, with special focus on socially, culturally and professionally dangerous myths and prejudices; b. learn a scientific syntax – which is particularly suitable for active learning, being based on the speaker’s intuition – to replace traditional grammar, which is both obsolete and unattractive for pupils and students, being prescriptive and stipulative. 2. AS FOR APPLYING KNOWLEDGE AND UNDERSTANDING, STUDENTS ARE SUPPOSED TO a. apply the new awareness to their profession, with special reference to linguistic diversity, written language, foreign languages and Italian as a second language; b. develop their pupils’ metalinguistic capabilities in order for them to reflect on language and improve their use of language, particularly the written one. 3. AS FOR MAKING JUDGEMENTS, STUDENTS ARE SUPPOSED TO enhance their critical skills thanks to an instruction which is strictly based on scientific argument, not on tradition or on some assumed authority. 4. AS FOR COMMUNICATION SKILLS, STUDENTS ARE SUPPOSED TO improve their linguistic skills, particularly as far as written language and English are concerned, thanks to their enriched metalinguistic capabilities. 5. AS FOR LEARNING SKILLS, STUDENTS ARE SUPPOSED TO realize that there is no definitive knowledge; therefore, the only way to ensure quality in one’s profession is permanent education.	12	L-FIL-LET/12	90	-	-	-	Core compulsory activities	ITA
22902625 - Laboratory of Italian linguistic and teaching (objectives) THIS SEMINAR AIMS AT: 1. Informing students on the linguistic condition of the European Union, its linguistic policies and the linguistic training opportunities offered by EU. 2. Introducing students into the orthographic systems of the most representative languages of the Union. 3. Introducing students into the world of sign languages and deaf culture, and the educational options that face deaf children at school, which have crucial consequences on their life. 1. AS FOR KNOWLEDGE AND UNDERSTANDING, STUDENTS ARE SUPPOSED TO a. gain some insights in the linguistic situation of the Union, its linguistic policies, and the linguistic training opportunities offered by it; b. acquire familiarity in the orthographic and sound system of some important languages of Europe; c. become aware of the fact that human languages are not necessarily vocal; become aware of the linguistic and educational problems that face deaf children. 2. AS FOR APPLYING KNOWLEDGE AND UNDERSTANDING, STUDENTS ARE SUPPOSED TO a. make use of the linguistic opportunities offered by the Union, both as students and as teachers; b. be able to produce an acceptable pronunciation of many foreign names and quotations; c. be prepared to make decisions to cope with the problems involved in teaching deaf children. 3. AS FOR MAKING JUDGEMENTS, STUDENTS ARE SUPPOSED TO enhance their critical skills thanks to an instruction which is strictly based on scientific argument, not on tradition or on some assumed authority. 4. AS FOR COMMUNICATION SKILLS, STUDENTS ARE SUPPOSED TO come to terms with communication in a foreign language and improve their motivation to learn something about other languages. 5. AS FOR LEARNING SKILLS, STUDENTS ARE SUPPOSED TO realize that the only way to ensure quality in one’s profession is permanent education.	1	L-FIL-LET/12	-	-	8	-	Core compulsory activities	ITA
22910063 - TIROCINIO 2° ANNO (objectives) The Master's Degree Course in Primary Education Sciences provides, in the second year of the course, compulsory activities of indirect training. The internship activities take place for a total of 75 hours (3 CFU) and include 24 hours of activities in the presence, 6 hours of distance activities, completed by proposals for self-study in progress and conclusive. The course, which is divided into two semesters, promotes the convergence between knowing, knowing how to do and knowing how to think which are the real dimensions of the professional competence of the teacher. The training objectives refer to work centred on the growing self-reflexive competence of future teachers, which must move in a twofold direction: external vs internal, through work on the extrinsic representations of the figure of the role and functions of the teacher (Bocci, 2012); internal vs external, through a critical focus on the intrinsic motivations of which the trainee is the bearer. In terms of knowledge and understanding: - to know and reflect on the social representation of the school and the teaching profession; - to know and understand their role as teachers within the framework of the autonomy of the school and the duties and rights established by the provisions of the law; - to know the objectives of learning in kindergarten and primary school in Italy, seen in a perspective of historical evolution and international comparison. In terms of applying knowledge and understanding: - be able to identify social representations and critically analyse them; - to be able to reflect on one's own motivations and on one's own representation of the teaching role, comparing it to the social representation; - be able to read current legislation from an inclusive perspective; - be able to place in a historically connoted dimension and in an international perspective the objectives of learning in kindergarten and primary school in force in Italy. - to be able to outline the professional identity through a process of mediation between social representations and skills related to the role and function of the teacher; In terms of Making judgements - being able to critically analyse the evolution of professional identity in a diachronic dimension; - to reflect on competences related to the role and function of the teacher and social representations; In terms of Communication skills: - be able to use appropriate communication methods to carry out group activities in the presence of, and of remote torque/threesome; - being able to use effectively the mode of active and participatory listening, based on respect and on equal dignity; - be able to express their opinion in both small and large groups, effectively arguing their own thinking and to be the spokesperson for the thought of the group of reference, when necessary; - be able to promote and manage effective communication in meeting with the group class of children participating in the indirect placement; In terms of Learning skills: - experience different ways of learning and know how to discriminate against validity and effectiveness; - use the learning community as an environment in which to place one's own path; - to implement analysis and reflection skills through the possibility of exchange and interaction with peers, facilitated by internship activities.	3		75	-	-	-	Other activities	ITA
22902556 - English language laboratory 2th year (objectives) Laboratory provided by the CLA.	2	L-LIN/12	-	-	16	-	Other activities	ITA

THIRD YEAR

First semester

Course	Credits	Scientific Disciplinary Sector Code	Contact Hours	Exercise Hours	Laboratory Hours	Personal Study Hours	Type of Activity	Language
22902382 - INTERCULTURAL AND CITIZENSHIP EDUCATION	Also available in another semester or year
22910062 - PEDAGOGIA SPERIMENTALE e VALUTAZIONE SCOLASTICA	Also available in another semester or year
22910054 - LABORATORIO di DIDATTICA INCLUSIVA	Also available in another semester or year
22902603 - Physic and teaching physic	Also available in another semester or year
22902604 - Laboratory of Physic and teaching physic	Also available in another semester or year
22902383 - General Biology (objectives) The course aims to develop an Inquiry-Based Science Education – IBSE to be used at school: - promoting the learning and understanding of concepts through direct experience; - setting and understanding the problem through a discussion - overcome false or partial notions - granting basic knowledge and promote competences. With the study of General Biology the student will be able to achieve the following training objectives. - Knowledge and understanding: learning the fundamental processes of life and the diversity of living beings - Applying knowledge and understanding: learning the fundamental processes of life and the diversity of living beings - Making judgements: awareness of being part of a single ecosystem and taking responsible action - Communication skills: ability to expose content in a reasoned and dynamic way - Learning skills: aptitude to deepen contents with recurrent updates in relation to the progress of scientific research and teaching methodology	6	BIO/01	45	-	-	-	Core compulsory activities	ITA
22902389 - Workshop of Children's Literatures	Also available in another semester or year
22902386 - Mathematic and mathematics Education	Also available in another semester or year
22902387 - Workshop of Mathematics and mathematics Education	Also available in another semester or year
22902557 - English language laboratory 3th year	Also available in another semester or year
22902391 - Training 3th year	Also available in another semester or year

Second semester

Course	Credits	Scientific Disciplinary Sector Code	Contact Hours	Exercise Hours	Laboratory Hours	Personal Study Hours	Type of Activity	Language
22902382 - INTERCULTURAL AND CITIZENSHIP EDUCATION (objectives) Intercultural and Citizenship Pedagogy is one of the fundamental course in the curriculum for students who become teacher of Primary School. The discipline aims at forming the knowledge and competences related to intercultural and citizenship education in consideration of the international migration and the recent introduction of “Constitution and Citizenship” as new compulsory subject in the national curriculum. The knowledge of the Italian Constitution leads the students to the identification of the political and socio-cultural values and understanding the meaning of the resources and strategies for the active citizenship education in the multicultural society and multi-faith context. Special attention concerns the migration of children in the Third Millennium. The research in school educates new teachers for the social inclusion with action against cultural prejudices, racism and social discrimination. The concepts of peace, tolerance, solidarity and responsibility as inclusive citizenship open to challenge in the face of persistent migration that increasingly involves refugee children, unaccompanied at risk of dropping out. Within the programme, at the end of the course the student will be capable of performing abilities in the context of: Discussing knowledge and understanding: - identifying the issues of intercultural and citizenship education, and methodology of the discipline; - identifying the concept of active citizenship in the national European and international contexts. Applying knowledge and understanding: - analyzing the meaning and the best practices of the school concepts and methods to tackle the social prejudice and social discrimination; - recognizing and generalizing educational phenomenon and the intercultural human process of learning. Making judgements: - connecting the theory of intercultural and citizenship education and pedagogy with multiethnic school life; - evaluating the innovation in pedagogy respectful of the children identity, human rights, dignity and justice. Exploring Communication skills: - interacting using multiple strategies, open and democratic topics in school and in the community dialogue; - communicating projects and organizing the pedagogical thought in the educational action. Using Learning skills: - carrying on scientific research in multiethnic schools; - managing the educational challenge in the perspective of lifelong learning for the sustainable development.	8	M-PED/01	60	-	-	-	Basic compulsory activities	ITA
22910062 - PEDAGOGIA SPERIMENTALE e VALUTAZIONE SCOLASTICA (objectives) Specific objectives carried out during the course are the following: • reflect on the characteristics of evaluation in education; • reflect on changes that affect evaluation activities; • classify different evaluation tools; • define the relationship between teaching activities and evaluation activities; • identify elements and functions of evaluation; • build structured evidence of knowledge; • analyse data collected through evaluation tools; • edit the various types of evaluation tools in an appropriate manner. Knowledge and understanding: - define and identify the epistemological and methodological context of the discipline; - know the theory of evaluation in the national, European, international and diachronic context. Applying knowledge and understanding: - analyse the main evaluation practices of educational processes; - identify different evaluation methods and tools. Making judgements - analyse the different purposes of evaluation in educational practice. Communication skills - design and implement specific assessment tools. Learning skills: - understand the educational challenge of education, even in national and international comparative analysis context.	8	M-PED/04	60	-	-	-	Basic compulsory activities	ITA
22910054 - LABORATORIO di DIDATTICA INCLUSIVA (objectives) The workshop aims to develop methodological and practical teaching skills to design, to plan and manage inclusive learning environments. With the study of Inclusive Education the student will be able to achieve the following training objectives. In terms of knowledge and understanding: - knowledge and understanding of the didactic implications of the classroom presence of students who are characterized by high levels of difference. In terms of applying knowledge and understanding: - Skills to plan inclusive educational actions - Skills to apply real-class procedures and strategies to develop an inclusive environment; - Skills to bring about inclusive didactic forms focused on individualization and personalization processes for all students. In terms of Making judgements - Skills to initiate professional context analysis procedures aimed at breaking the barriers to participation and learning that all students may have. In terms of Communication skills: - be able to use mediators to facilitate inclusive processes involved in classroom life and school life in general; - be able to develop forms of networking in order to create a context of inclusive school community. In terms of Learning skills: - demonstrate opening to innovations; - demonstrate availability to experimentation; - demonstrate creativity in our educational point of view.	2	M-PED/03	-	-	16	-	Basic compulsory activities	ITA
22902603 - Physic and teaching physic (objectives) The course of Physics and Physics Education has the general goals those ones of dealing with and giving to the future teachers, the knowledge an skills to became teacher of primary school. The way that is used to reach these goals is to study that parts of Classical Mechanics and Modern Physics both from a theorical point of view, sperimental and from an epistemological point of view. A particular attention is reserved for education and teaching of the Physics try to transmit those methodologies that in part refer at a pedagogic tradition of reference, in part a new way of teaching Physics by rereading the Galilean thought. Particular attention is given on the language of communication of coding and decoding that are much more effective to approach children to the scientific though and the achievement of a better awareness of himself and of the world around him. This goal integrates to help the integration of disable children and to integrate positively the intercultural differences in the class. The experiences of laboratory will be organized to conduct in natural way the child to a critical reflection and to curiosity, playing but always traying to induce to understand the importance using the rigor of Science. The last goal is to help by effective teaching strategies the sociorelational aspect. In this sense the laboratory teamwork is a good way. With the study of Physics and Physics Education the student will be able to achieve the following training objectives. In terms of knowledge and understanding: - know basic physics, using disciplinary, epistemological and historical elements; - know the crucial topics of the teaching of physics as an introduction to scientific thought in pre-primaryand primary school. In terms of the ability to apply knowledge and understanding: - promote the ability to carry out educational activities appropriate to the age of children aimed at bringing them closer to the ideas of physics in an engaging and solid way, taking advantage of teaching materials, the resources of the school and the territory; - promote an overall view of children's initiation into scientific thought on the physical world in the cycle of nursery school and compulsory schooling. In terms of independent judgment: - develop the ability to analyze educational and educational situations and events in schools and to make educational decisions; - encourage the opening to renewal of teaching practices through the combination of historical, epistemological and didactic research. In terms of teacher's communication skills: - develop the ability to bring the gaze of physics and scientific thought closer to children with appropriate language, tools, examples, images, sounds, objects starting from experience and through problems, developing the capacity for dialogue in the scientific-philosophical field and the ability of geometric and symbolic representation. In terms of future cultural development: promoting skills and interest in the study of tireless and tireless updating in the field of elementary physics, history and epistemology of physics, through books and articles, conferences, courses and conferences, with discernment and depth.	8	FIS/08	60	-	-	-	Core compulsory activities	ITA
22902604 - Laboratory of Physic and teaching physic (objectives) Providing students critical instruments to make aware and efficacious choices in planning and conducting didactical activities for children in the field of Physics, particularly concerning laboratory activities. With the study of Laboratory of Physics and Physics Education the student will be able to achieve the following training objectives. In terms of knowledge and understanding: - know basic physics, using disciplinary, epistemological and historical elements; In terms of the ability to apply knowledge and understanding: - promote the ability to carry out educational activities appropriate to the age of children aimed at bringing them closer to the ideas of physics in an engaging and solid way, taking advantage of teaching materials, the resources of the school and the territory; In terms of independent judgment: - develop the ability to analyze educational and educational situations and events in schools and to make educational decisions; - encourage the opening to renewal of teaching practices through the combination of historical, epistemological and didactic research. In terms of teacher's communication skills: - develop the ability to bring the gaze of physics and scientific thought closer to children with appropriate language, tools, examples, images, sounds, objects starting from experience and through problems, developing the capacity for dialogue in the scientific-philosophical field and the ability of geometric and symbolic representation. In terms of future cultural development: - to promote skills and interest in the study and the tireless updating in the field of elementary physics, history and epistemology of physics, through books and articles, conferences, courses and conferences, with discernment and depth.	1	FIS/08	-	-	8	-	Core compulsory activities	ITA
22902389 - Workshop of Children's Literatures (objectives) The Children’s Literature laboratory allows the student to apply the knowledge acquired through the teaching of literature for children; to make theoretical-practical experiences of analysis, design and simulation of educational activities; and to develop a reflective, critical, dynamic, creative, participatory and collaborative attitude. With the workshop in Children’s literature, students will be able to achieve the following educational goals: In terms of knowledge and understanding: - knowledge in the field of children's literature, with particular attention to the historical development of this discipline and the aspects of research and the interpretative criticism of literary text for children - knowledge of the prospects and theoretical models of children’s literature - knowledge of the main models of didactic design and evaluation methods of the child-narrative-book relationship. - knowledge of IT tools and technologies for innovation-based teaching, in particular relating to the use of paper and digital texts In terms of ability to apply knowledge and understanding: - ability to create an authentic educational relationship aimed at emotional-emotional, socio-cultural and cognitive maturation gained through a conscious use of pre-reading and reading in both primary and secondary schools; - ability to design and realize training paths that use narrative and book with a variety of methodologies and organizational solutions appropriate to child development and learning progression; - ability to take care of documentation, to monitor teaching and to devise instruments for verifying and evaluating student learning, taking due consideration of INVALSI trials and those resulting from the major international surveys on learning levels (IEA TIMSS and PIRLS). In terms of autonomy of judgment: - Attitudes to problematize situations and educational events, to analyze them deeply and to elaborate them in a reflective way, putting children in the condition of always elaborating a personal reading perspective; - Aptitude to consider alternative solutions to problems and to make decisions that respond to the student's training needs, stimulating them, for example, from switching from verbal to graphic language when approaching narratives; - Aptitude to renew didactic practices through openness to research, experimentation and innovation through the use of appropriately selected editorial products. In terms of communicative abilities: - ability to expose in an organized manner the objectives and the nature of the teaching activity through educational and educational planning, with particular reference to the use of illustrated stories; - the ability to entertain positive relationships with pupils' families, showing openness and genuine interest in dialogue and adopting the humanistic-affective log of communication, with particular reference to families of pupils of different culture or religion; - the ability to use digital communication tools in school contexts both to use teaching technology and to reduce the distance between formal languages of scholastic and informal languages. In terms of lifelong learning: - Aptitude to always extend their knowledge of editorial novelties in the field of literature for children and adolescents	1	M-PED/02	-	-	8	-	Core compulsory activities	ITA
22902386 - Mathematic and mathematics Education (objectives) The aim of the course is to learn to teach mathematics in primary school and preschool. Three main lines are considered. First, approaching the history of elementary mathematics education in Europe, from the Middle Ages to the 20th century, and its tracks in modern children math education. Second, applying a vision of elementary mathematics from a higher standpoint to mathematical activities with children; third, discussing the mathematical path of children before and during school, considering naïf mathematical conceptions as linked to the acquisition of language and body development and the endeavor of the teachers at school. With the study of mathematics and didactics of mathematics the student will be able to achieve the following educational objectives. - Knowledge and understanding - Knowledge of elementary mathematics as a subject in pre-school and primary school, including mathematical concepts as well as historical and epistemological aspects. - Understanding of main issues in mathematics primary education - Applying knowledge and understanding - Ability to project and guide math activities in the classroom with children - Making judgements - Ability to analyse the educational situations regarding mathematics teaching and children's learning of mathematics - Communication skills - Ability to develop and lead math talk with children, to present examples and problems - Learning skills - Openness to further study in depth of elementary mathematics topics, historical and philosophical research, and the evolution of goals and methods of mathematics education in the international scene.	10	MAT/04	75	-	-	-	Core compulsory activities	ITA
22902387 - Workshop of Mathematics and mathematics Education (objectives) The Mathematics and Mathematics Education Laboratory is aimed at providing further operational tools for 'teaching mathematics in primary and early childhood, deepening the objectives of the course which it therefore shares in an application key. With the Mathematics and Mathematics Education Laboratory, the student will be able to achieve and deepen the following educational objectives in an operational way. - Knowledge and understanding - Knowledge of elementary mathematics as a subject in pre-school and primary school, including mathematical concepts as well as historical and epistemological aspects. - Understanding of main issues in mathematics primary education - Applying knowledge and understanding - Ability to project and guide math activities in the classroom with children - Making judgements … - Ability to analyse the educational situations regarding mathematics teaching and children's learning of mathematics - Communication skills … - Ability to develop and lead math talk with children, to present examples and problems - Learning skills - Openness to further study in depth of elementary mathematics topics, historical and philosophical research, and the evolution of goals and methods of mathematics education in the international scene.	2	MAT/04	-	-	16	-	Core compulsory activities	ITA
22902390 - Developmental Psychopatology (objectives) General aim of the course of Developmental psychopathology is to give students knowledge of the main psychopathological syndromes that occur during childhood and adolescence; the biological, psychological and social risk and protective factors involved in the onset and evolution of the various disorders; of the main preventive and rehabilitative models in school contexts. The course of Developmental psychopathology aims at achieving the following objectives for students. In terms of knowledge and understanding: - to know the interplay among the biological, psychological, and social-contextual aspects of normal and abnormal development across the life span; - to know the main psychopathological syndromes of childhood and adolescence;  - to know the interplay of multiple risk and protective factors in developmental pathways, including continuity and change; - to know the main preventive and rehabilitative models in school contexts. In terms of applying knowledge and understanding: - to know how to analyze the interplay among the biological, psychological, and social-contextual aspects of normal and abnormal development across the life span;  - to know how to recognize the main psychopathological syndromes of childhood and adolescence;  - to find out the multiple risk and protective factors in developmental pathways.  In terms of making judgements: - to find connections between psychopathological problems and school situations;  - to evaluate educational innovations in the light of the advancement of research in developmental psychopathology. In terms of communication skills: - to acquire the key competences of the teacher for class management based on the recognition of the students' individual characteristics and problems;  - to know how to modulate communicative strategies in the classroom to accept, motivate, support, reinforce and include pupils with difficulties or psychopathological problems.  In terms of learning skills:  - to develop an orientation towards scientific research, both basic and applied, in developmental psychopathology; - to develop the attitude towards lifelong learning on psychosocial aspects of school adjustment and inclusion of pupils with difficulties or psychopathological problems;  - to develop the interest in training and professional upgrading in the management of psychopathological problems in the school context.	8	M-PSI/08	60	-	-	-	Core compulsory activities	ITA
22902557 - English language laboratory 3th year (objectives) Laboratory provided by the CLA.	2	L-LIN/12	-	-	16	-	Other activities	ITA
22902391 - Training 3th year (objectives) The Master's Degree Course in Primary Education Sciences provides for compulsory activities of indirect traineeship (preparation, reflection and discussion of activities, documentation for the final report of the traineeship) and direct to the schools. The internship activities of the 3rd year of the course take place for a total of 125 hours (5 CFU) and aim: • to promote the knowledge and use of procedures and tools for observation, analysis and monitoring of the educational context and the teaching-learning process; • to make the importance of observation understood for the continuous improvement of the didactic action; • to encourage the knowledge and use of procedures and tools for self-observation and self-evaluation of one's own work. They foresee a first phase of training carried out at the university, a second phase observation of micro and macro context of both kindergartens and primary schools affiliated with the CdL and a third phase of reflection and self-reflection in group on the experiences of observation carried out, with the supervision of tutors. By participating in the internship activities planned for the third year, the student will be able to achieve the following educational objectives: In terms of knowledge and understanding: - knowledge of observation procedures for collecting information: specific characteristics and their use in the school; - knowledge of the process of communication between roles in the school organisation and in the classroom; - knowledge of the main detection and evaluation tools (narrative descriptions, observation grids, coding schemes, questionnaires and interviews, evaluation scales). In terms of applying knowledge and understanding: - ability to apply observation procedures in the classroom for the collection of information useful for the knowledge of the educational context and the teaching-learning process; - ability to communicate effectively in the school organisation and in the classroom; - ability to use self-observation tools and procedures. In terms of Making judgements - ability to read and interpret effectively and in the exercise of ethical and cultural responsibility related to the teaching role, information collected through observation tools; - ability to formulate judgements on educational situations and events after having carefully documented the needs and behaviour of children in current social contexts; - aptitude to self-evaluate one's own professional preparation and the effectiveness of the didactic action also through the proposal of innovative educational practices. In terms of Communication skills: - ability to use verbal, paraverbal and non-verbal communication in the classroom for specific educational purposes; - ability to communicate with all figures in the school organisation and in the classroom for the exchange of information, the development of projects and the coordinated management of training processes; - ability to use communicative modalities functional to the collection of information about the class. In terms of Learning skills: - willingness to use reflective and self-reflective modes - ability to consider the observational procedures essential to the teaching-learning process - ability to define their professionalism within a process of systematic self-improvement.	5		-	-	-	-	Other activities	ITA

FOURTH YEAR

First semester

Course	Credits	Scientific Disciplinary Sector Code	Contact Hours	Exercise Hours	Laboratory Hours	Personal Study Hours	Type of Activity	Language
22910057 - LABORATORIO di PEDAGOGIA SPERIMENTALE e VALUTAZIONE SCOLASTICA	Also available in another semester or year
22902600 - Ecology and teaching ecology (objectives) - The course will provide students with an understanding of the following topics - Development of Ecology. - Evolution, Evolution mechanisms and Speciation. - Ecosystems and Biomes. - Climatic changes. - Relationships among living beings and Ecological pyramids. - Biogeochemical cycles. - Biological communities. - Biodiversity. - Biodiversity conservation. - Ecological niches. - Relationships between organisms and the physical environment. - Stressors for organisms. - Landscape ecology. - Urban ecology. - Human ecology. - Ecosystem services. - Strategies for teaching Ecology. Studying Ecology and teaching ecology, the student will achieve the following learning objectives. As regards knowledge and understanding: - understand the relationships among living beings and between them and the environment, and understand the importance of the ecosystem services. - realize the need for a sustainable management of natural resources and their preservation. As regards applying knowledge and understanding: - discuss and support ideas and concepts related to the relationships among living beings, ecological processes, and interactions between humans and the environment, including the impacts of anthropogenic modifications of ecosystems. - Use the acquired knowledge on theoretical and applied ecology, for the preparation of educational and didactic projects. As regards independent thinking: - acquire an awareness of professional responsibility in terms of environmental ethics. - motivate and stimulate, through educational means, respect for the environment and life. As regards communication skills: - acquire the ability to explain concepts about ecology and the environment using a scientific-technical language in line with the schooling level of the audience. - promote hands-on and cooperative educational activities concerning environmental issues and topics, using also innovative teaching methods for an effective and wide-reaching communication of ecological concepts. As regards learning skills: - show an aptitude towards transmitting the acquired knowledge about ecology, through continuous updates about ecological and environmental issues. - show openness to discussions and willingness to always improve their own skills and knowledge about ecology and teaching ecology using the available recent literature on the topics.	6	BIO/07	45	-	-	-	Core compulsory activities	ITA
22902601 - Laboratory of Ecology and teaching ecology	Also available in another semester or year
22902605 - Geography and teaching geography	Also available in another semester or year
22902606 - Laboratory of Geography and teaching geography	Also available in another semester or year
22902384 - Art and design education image	Also available in another semester or year
22902385 - Workshop of Art and design education image	Also available in another semester or year
22910061 - PEDAGOGIA INCLUSIVA e DISABILITY STUDIES	Also available in another semester or year
22910014 - PSICOLOGIA DELLO SVILUPPO PER L'INCLUSIONE (objectives) The general aim of the course is to provide students with theoretical and methodological knowledge in the field of developmental and educational psychology, relating to school inclusion of pupils and promotion of well-being in school contexts. In particular, the social, emotional and cognitive determinants of maladjustment and school maladjustment and the models for the promotion of positive behaviors in educational contexts will be explored. The course of DEVELOPMENTAL PSYCHOLOGY FOR INCLUSION aims at achieving the following objectives. Knowledge and understanding of:  theories on individual differences;  cognitive, social and emotional development from childhood to early adolescence;  theoretical and applicative models of social and emotional learning;  universal prevention models to promote prosocial behaviors and to contrast aggressive behavior at school;  research methods aimed at studying school adjustment and inclusion;  teacher competencies in promoting well-being at school. Applying knowledge and understanding:  using knowledge about the child's development processes to build the educational relationship;  designing and implementing a teaching style aimed at developing socio-emotional learning skills;  identifying universal prevention programs that are appropriate to the characteristics and needs of the class. Making judgements:  finding connections between psychological theories and school situations;  evaluating educational innovations in the light of the advancement of research in developmental psychology.  acquiring the key competencies of the teacher's self-evaluation. Communication skills:  acquiring the key competencies of the teacher for class management based on the recognition of the students' individual characteristics;  being able to modulate communicative strategies in the classroom to foster acceptance and inclusion, motivate learning, support pupils with difficulties, and stimulate positive peer interactions;  being able to use active listening and feedback. Learning skills:  developing an orientation towards scientific research, both basic and applied, in developmental psychology;  developing the attitude towards lifelong learning on psychosocial aspects of school adjustment and inclusion;  developing the interest in training and professional upgrading in psycho-educational disciplines.	8	M-PSI/04	60	-	-	-	Core compulsory activities	ITA
22910015 - LABORATORIO DI PSICOLOGIA DELLO SVILUPPO PER L'INCLUSIONE	Also available in another semester or year
22902612 - English language laboratory 4th year	Also available in another semester or year
22902613 - Suitability English language B2	Also available in another semester or year
22910064 - TIROCINIO 4° ANNO	Also available in another semester or year

Second semester

Course	Credits	Scientific Disciplinary Sector Code	Contact Hours	Exercise Hours	Laboratory Hours	Personal Study Hours	Type of Activity	Language
22910057 - LABORATORIO di PEDAGOGIA SPERIMENTALE e VALUTAZIONE SCOLASTICA (objectives) The Laboratory of Experimental Pedagogy and School Evaluation is part of the educational activities of Experimental Pedagogy. The Laboratory aims to promote the skills and abilities of students in the field of learning path evaluation and assessment, especially in relation to transversal skills evaluation. The specific objectives of the Laboratory are as follows: - develop technical-practical knowledge in the field of experimental pedagogy and school assessment - acquire knowledge in the field of ministerial regulations for school assessment and evaluation; - analyse assessment tools competencies according to ministerial regulations; - designing learning paths for primary schools aimed at promoting pupils' transversal competences. Through the Laboratory of Experimental Pedagogy and School Evaluation, students will be able to: in terms of Knowledge and understanding: - Knowledge of the main school evaluation and assessment tools; - Knowledge of the most important ministerial regulations for school assessment and evaluation; - Knowledge of the main theoretical foundations of Experimental Pedagogy. In terms of Applying knowledge and understanding: - Ability to design specific assessment and evaluation tools for primary school context; - Ability to design evaluation tools for the promotion of transverse skills for primary school context. In terms of Making judgements: - Ability to design education project in the field of Experimental Pedagogy and School Evaluation; - Ability to formulate judgements on learning assessment and evaluation tools, taking into consideration the INVALSI test and other international investigations on students assessment; In terms of Communication skills: - Ability to present the main characteristics of learning evaluation tools for primary school pupils in an orderly and reasoned way; - Ability to critically expose the analyses carried out between different learning evaluation tools. In terms of Learning skills: - Willingness to explore the perspectives of Experimental Pedagogy and School Evaluation in educational research context.	1	M-PED/04	-	-	8	-	Basic compulsory activities	ITA
22902601 - Laboratory of Ecology and teaching ecology (objectives) The lab course entails the preparation and elaboration of didactic projects and experiences on topics related to biodiversity and the education process aimed at its preservation. Specifically, the didactic activities are aimed at understanding biodiversity and the ecological relationships at the species and ecosystem levels, sustainability concepts and nature conservation. Studying Laboratory of Ecology and teaching ecology, the student will achieve the following learning objectives. As regards knowledge and understanding: - understand the relationships among living beings and between them and the environment and understand the importance of the ecosystem services. - realize the need for a sustainable management of natural resources and their preservation. As regards applying knowledge and understanding: - discuss and support ideas and concepts related to the relationships among living beings, ecological processes, and interactions between humans and the environment, including the impacts of anthropogenic modifications of ecosystems. - Use the acquired knowledge on theoretical and applied ecology, for the preparation of educational and didactic projects. As regards independent thinking: - acquire an awareness of professional responsibility in terms of environmental ethics. motivate and stimulate, through educational means, respect for the environment and life. As regards communication skills: - promote hands-on and cooperative educational activities concerning environmental issues and topics. - promote the use of innovative teaching methods and tools (such as apps and thematic websites) for an effective and wide-reaching communication of ecological concepts. As regards learning skills: - show an aptitude towards transmitting the acquired knowledge about ecology, through continuous updates about ecological and environmental issues. - show openness to discussions and willingness to always improve their own skills and knowledge about ecology and teaching ecology using the available recent literature on the topics.	1	BIO/07	-	-	8	-	Core compulsory activities	ITA
22902605 - Geography and teaching geography (objectives) The course aims to accompany students in understanding the elements of territory that form the structure of our everyday life, and to mould their reading of the geographic processes and their interactions based on three fundamental analysis procedures: morphology of the landscape, systemic, psychological-semantical. After presenting the geographer’s instruments for the analysis of the territory (both cartographic and statistical), we will proceed to examine the different components of the territory, from those concerning the Science of the Earth to themes related to human geography. The cues offered by the different themes will be considered for a didactic application. 1) Knowing how to apply in the analysis of a territory and in its description the concepts of geographical space, environment (environmental framework), territory, landscape, place, scale, location, site, spatial distribution, distance, region, network, sense of place. 2) Knowing how to use the following tools in a didactic study project of the territory: geographical maps, mental maps, statistical data, images and visual sources, new technologies, direct observation (exit on the ground), atlases, textbooks (critical analysis), word processing, descriptions, maps conceptual. 3) Knowing how to develop a lesson or a didactic path of geography in a thematic form (eg human-nature relationships, climate change, impact environmental and resource use such as water, oil, soil, effects of globalization, diversity and social inequalities in the world, growth and diffusion of the world population ...) and in regional form (eg regions - physical, cultural, economic, geopolitical, etc. - main of Italy, Europe, world). 4) Knowing how to design local space study activities that include the development of the sense of place, critical reflection on lived space, the strengthening of orientation, the analysis of transformation processes, the experimentation of planning for the future also as forms of active participation in decision-making processes. 5) Knowing how to present a region through the geographical analysis of the landscape, the environment, the economy, identity and social diversity e cultural, territorial heritage, values and critical areas. 7) Knowing how to analyze geographically different territories of the planet identifying the main environmental, socio-economic and cultural differences, geopolitical. 8) Knowing how to identify aspects of globalization in social, political, economic, environmental interactions between different areas of the planet and one's own territory. 9) Knowing how to develop geographical themes referring them to the principles of environmental, economic and social sustainability. 10) Knowing how to develop geographical themes related to problems of socio-spatial justice (inequalities and deprivation at different scales, human development, migrations, conflicts, relationships between regions of the planet). 11) To develop within a geographical analysis the theme of multiple identity, planetary, local, national, religious, ethnic, of places (territorial, regional level), also in a multicultural and intercultural sense. 12) Knowing how to include in a geographical analysis the dimension of change (coevolution, processes, models) with comparisons on a local scale, national, global and glocal.	8	M-GGR/01	60	-	-	-	Core compulsory activities	ITA
22902606 - Laboratory of Geography and teaching geography (objectives) The laboratory aims to introduce students to the principles of the cartographic technique, the use of statistic and IT sources for reading and interpreting the landscape. It envisages: 1.A practice exercise on the analysis of the landscape through the correlation between the symbolic language of topographic cartography and the language of virtual globes (Google Earth); 2.A graphic elaboration test on a satellite map; 3.The building and interpretation of a graph based on Istat data. In terms of independent judgment, the student must have acquired the following basic skills: - awareness of the ethical and cultural responsibility connected to the exercise of the teaching function and the assumption of the consequent duties towards the students, their families, the scholastic institution, the territory; - aptitude to self-assess one's own professional preparation and the effectiveness of the didactic action in changing the space of action; - aptitude to renew teaching practices through openness to research, experimentation and innovation and direct experience in the field. In terms of communication skills, the student must be able to use geographical maps, symbols and images to bring children to form an awareness of their own action space and orient themselves in it; and to use cartography as a teaching tool. In terms of learning ability the student will have to be able to learn how to use and create maps, symbols and images to bring children to form an awareness of their own action space and orient themselves in it; and to use cartography as a teaching tool. In terms of knowledge and understanding, the student will acquire knowledge and understanding of the phenomena that characterize the social, cultural and territorial reality in order to guarantee an effective reception of the nursery and primary school students, through the learning of the tools to know and to interpret the territory and to orientate oneself in the lived space. Furthermore, he will develop an attitude to renew teaching practices through openness to research, experimentation and innovation and direct field experience.	1	M-GGR/01	-	-	8	-	Core compulsory activities	ITA
22902384 - Art and design education image (objectives) Divided into participatory lectures and workshops, the course aims at giving the future teacher the specific disciplinary skills related to the History of Art and Architectures, with specific reference to the international twentieth century. The study of descriptive geometry and the conscious use of drawing aims at strengthening the pre-existing graphic skills of each student in order to provide an indispensable and multi-purpose educational instrument. At the same time, the course aims at developing teaching skills needed for organising the curriculum and the teaching/learning process starting from the Art and Image program instructions coming from the ministry of education. The student knows the art of the nineteenth and twentieth century, the graphic techniques of representation and the program instructions coming from the ministry of education referred to the School of Infancy and Primary School. the student can perform a formal and iconographic analysis. He also knows how to use graphic techniques such as Monge's projections, the central and accidental perspective. He can design specific educational courses starting from the individual student's educational needs and different cognitive styles. the student can assess the teaching and methodological needs in order to define appropriate disciplinary paths, understands the different needs of the class group and the individual student. the student knows how to decline and choose the appropriate educational resources using the means provided by the school and by the historical and artistic territory of belonging the student knows how to make educational and methodological choices useful to the learning success of the individual pupil moving from a specific analysis of the needs and the different learning styles	8	ICAR/17	60	-	-	-	Core compulsory activities	ITA
22902385 - Workshop of Art and design education image (objectives) Analyzing and designing didactic paths. The student knows the teaching methods and the disciplinary contents related to teaching the student can choose a specific learning path useful for achieving the educational objectives the student knows how to critically evaluate an artistic product by designing a laboratory path useful for the consolidation of graphic skills the student can design a disciplinary learning unit by defining specific methodological practices the student can assess the different educational and learning needs, in relationship with the development of class group	1	ICAR/17	-	-	8	-	Core compulsory activities	ITA
22910053 - DIRITTO SCOLASTICO (objectives) Aim of the course is to provide the students the basics of the school law, taking into account the following topics to be in-depth analyzed: the legal sources; the rights and duties of the teacher in the kindergarten and in the elementary school; the legal status of the teacher; the administrations involved and their respective functional competences (Municipalities, Health Agencies, Trade Unions, etc.); the multilevel school system: from the State to the Regions, from European bodies to international institutions; the main Courts judgments and the analysis of the most important case studies. - Knowledge and understanding: to define and identify the epistemological and methodological field of the discipline; to know the public authorities system in the national, European and international context. - Applying knowledge and understanding: to analyze the administrative tools aimed to satisfy individual and group educational needs; to examine in the specific context the legislative and organizational processes. - Making judgements: to apply the theoretical precepts to the concrete solutions supplied by the political decision maker; to evaluate regulatory innovations. - Communication skills: to use communication strategies in social and professional contexts; to develop the competence in finding personalized solutions according to the specific questions. - Learning skills: to put in practice the aptitude for empirical research in working contexts; to lead the carrying out of scientific studies in the search for solutions to concrete problems, with particular reference to families, schools and various services of the integrated educational system.	4	IUS/09	30	-	-	-	Core compulsory activities	ITA
22910061 - PEDAGOGIA INCLUSIVA e DISABILITY STUDIES (objectives) The purpose of this Course is to promote knowledge about the scientific and cultural evolution of Special Pedagogy, from its beginnings to current events. In particular, after an analysis of the fundamental stages of this evolution, attention will be focused on the passage (still subject to debate) from the definition of Special Pedagogy to Inclusive Pedagogy. Everything will be analyzed and argued in the light of the international perspective of Disability Studies, a field of study that questions a series of questions concerning the definition of disability and its social representation, to the point of making it the object of a paradigmatic study to analyze how society behaves with otherness. The link between Disability Studies, Institutional Analysis and Socioanalysis will then be the subject of study, which constitute two other rather significant currents of thought in the perspective of the analysis proposed in this Course. With the study of Inclusive Pedagogy and Disability Studies the student will be able to achieve the following training objectives. In terms of knowledge and understanding: - knowledge and understanding of the salient aspects of the History of the Education of the Disabled - knowledge and understanding of the evolution of Special Education from the beginning to Inclusive Education. - knowledge and understanding of the Disability Studies perspective - knowledge and understanding of the perspective of Institutional Analysis and Socioanalysis - knowledge and understanding of the current state of the education and training system regarding inclusive processes In terms of applying knowledge and understanding: - skills to make connections between the different perspectives analyzed, detecting the invariants and the variants, both on the synchronic and on the diachronic level; - skills to identify the problematic nodes emerging from the interaction of the different perspectives analyzed - skills to identify the implications and operational repercussions in the scholastic and university world In terms of Making judgements - Skills to produce a personal and original critical analysis of the topics dealt with by placing it in the current context of the national and international training system In terms of Communication skills: - be able to debate the topics dealt with in the classroom supporting their positions with facts, personal experiences, significant considerations - be able to carry out analysis and synthesis of the topics dealt with, both with personal exhibitions and through group work - be able to argue in an original way the personal elaboration of the topics dealt with In terms of Learning skills: - demonstrate openness and interest in the topics dealt with; - be available to investigate the repercussions that the questions analyzed may have on the personal repertoire of knowledge, expectations, values and beliefs; - demonstrate involvement and active participation in collective reflections and analyzes; - show a degree of transferability of the topics dealt with to the professional field.	8	M-PED/03	60	-	-	-	Core compulsory activities	ITA
22910015 - LABORATORIO DI PSICOLOGIA DELLO SVILUPPO PER L'INCLUSIONE (objectives) The general aim is to apply the acquired knowledge in the Course of Developmental Psychology for Inclusion, with particular attention to: the development of educational paths to prosociality in educational contexts; the assessment tools of psycho-social skills and adaptive and maladaptive behaviors during development. Students will achieve the following learning objectives. Knowledge and understanding of: - intervention models aimed at developing prosocial behaviors in the classroom; - methods and tools for assessing psycho-social skills and adaptive/maladaptive behaviors. Applying knowledge and understanding of: - intervention models for the development of prosocial behavior in the classroom; - methods and tools for the assessment of psycho-social skills and adaptive/maladaptive behaviors. Making judgements in: - identifying and choosing intervention models appropriate to the educational needs and objectives of the students; - choosing methodologies and assessment tools consistent with the target and objectives of the interventions. Communication skills: - aimed at appropriately interacting in educational settings; - aimed at appropriately interacting according to the age and characteristics of the pupils; - aimed at fostering social and emotional skills and adaptive behavior of pupils. Learning skills in: - analyzing intervention models in the classroom based on criteria of effectiveness and efficiency; - learning skills in choosing assessment tools based on validity and reliability requirements.	1	M-PSI/04	-	-	8	-	Core compulsory activities	ITA
22902612 - English language laboratory 4th year (objectives) The laboratory class aims at the deepening of linguistic competencies concerning classroom management during the English lesson and the use of classroom English, particularly focusing on the hypothesis of introducing specific didactic techniques (CLIL, Content-based Learning and Task-based Learning).	2	L-LIN/12	-	-	16	-	Other activities	ITA
22902613 - Suitability English language B2 (objectives) Laboratory provided by the CLA.	2	L-LIN/12	-	-	-	-	Other activities	ITA
22910064 - TIROCINIO 4° ANNO (objectives) The master's degree course in primary education sciences involves compulsory activities of indirect internship (preparation, reflection and discussion of activities, documentation for the final report of the Internship) and directed in schools. The training activities relating to the FOURTH annuity of the course take place for a total of 175 hours (7 CFU) and provide for: a first phase (period October/January of each academic year-the semester) of training carried out at the university parallel to a first Period of observation of micro and macro context of educational institutions affiliated with CdLM; A second phase (period March/May of each academic year-II semester) carried out at the university in parallel to the realization, preferably in pairs or trio of students, of a UD/UDA conceived with the supervision of the tutors assigned to the year Of course. By participating in the internship activities planned for the fourth year, the student will be able to achieve the following educational objectives: In terms of knowledge and understanding: • knowledge and analysis of regulatory and theoretical sources related to programming for kindergarten and primary school by identifying the differences in targeting between programs and programming • knowledge and skill in using the different didactic strategies (lesson, group work, individual work, discussion, mimesis, game, storytelling, etc.) and critical selection of didactic tools and materials (textbooks, books, computers, field trips, specially designed learning materials etc.) In terms of applying knowledge and understanding: • ability to design and plan an original 20 hours educational and teaching intervention addressed to kindergarten or primary school pupils, depending on the option chosen by the trainees • ability to use effective organisational and management methods to promote a positive social climate and an appropriate learning environment In terms of Making judgements • ability to select and implement relational patterns functional to the management of the class group • ability to verify and assess the results of the learning experience in quantitative and qualitative terms • ability to self-assess the effectiveness of one's own educational and didactic intervention In terms of Communication skills: • ability to select and implement relational and interpersonal skills functional to participation in the work team and in school life • be able to use different expressive languages to promote learning in order to respect every single learner’s different cognitive style In terms of Learning skills: • propensity towards experimentation using innovative strategies and methodologies • ability to analyse and manage problem situations • respect and appreciation of individual differences • ability to carry out research-action interventions	7		-	-	-	-	Other activities	ITA

FIFTH YEAR

First semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Language

22910059 - LETTERATURA ITALIANA e DIDATTICA della LETTERATURA

Also available in another semester or year

22910055 - LABORATORIO di LETTERATURA ITALIANA e DIDATTICA della LETTERATURA

Also available in another semester or year

22910016 - STORIA E DIDATTICA DELLA STORIA (objectives)

M-STO/04

Core compulsory activities

ITA

22902618 - Methods and teaching of motor activity (objectives)

M-EDF/01

Core compulsory activities

ITA

22902619 - Laboratory of Methods and teaching of motor activity

Also available in another semester or year

22910056 - LABORATORIO di PEDAGOGIA INCLUSIVA e DISABILITY STUDIES

Also available in another semester or year

22902622 - English language laboratory 5th year

Also available in another semester or year

22910065 - TIROCINIO 5° ANNO

Also available in another semester or year

Optional Group: OPZIONALI - (show)

22902621 - English and teaching english (objectives) The educational path aims at making students already possessing a pre-intermediate language level consolidate their skills, globally responding to Common European Framework of Reference for Languages level B2 (see Common European Framework of Reference for Languages https://www.coe.int/en/web/common-european-framework-reference-languages). The tasks proposed will particularly refer to the practicing of the main linguistic constructions, the formulation of complex phrases, the enrichment of specialized vocabulary. The skills of adapting and reformulating different kinds of texts into another language will be implemented too, in order to build up didactic units and class laboratory activities, focusing on different goals depending on texts and methodologies applied. In a European-oriented perspective, the course is structured as to allow the implementation of the students’ inter-cultural and linguistic competences, requiring on the side of the student to develop a professional-oriented awareness of the L2 learning and teaching modalities. With the study of English Language and Didactics the student will be able to achieve the following training objectives. In terms of knowledge and understanding: - Knowledge of the L2 learning/teaching perspectives and theoretical methods, particularly focusing on CLIL, Content-based Learning and Task-based Learning; - Knowledge of the main professional aspects characterising an L2 teacher, also referring to organization, relationships and regulations (in particular CEFR and National Recommendations); - Knowledge of IT instruments and technologies related to the didactics of an L2. In terms of applying knowledge and understanding: - Using L2 to create an authentic educational relationship, aiming at emotional-affective, socio-cultural and cognitive development in Infancy and Primary School; - Planning and realizing inclusive education paths, using a variety of methodologies and organization solutions adequate both to the child’s development and the progression of his/her learning; - Monitoring the didactic activity, also selecting and modulating assessment and evaluation instruments; - Using L2 to create a comfortable and inclusive environment in the classroom, to foster the integration of disadvantaged learners and/or children belonging to different ethnic groups and cultures. In terms of Making judgements - Through the presentation of contents in a critical form, students will be motivated to: - Activate their problem-solving abilities starting on the discussion of some case-studies, to interpret Infancy and Primary school children needs in a multicultural perspective; - Use lateral and critical thinking strategies, consider alternative solutions to problems and make decisions in response to the children’s educational needs; - Self-evaluate their professional and linguistic preparation, as well as the efficacy of their own didactic action. In terms of Communication skills: - - Modulating verbal and non-verbal interaction to foster the integrated learning of language and communicative skills (welcoming; explaining experiences, concepts, and theories; motivating learning and supporting children in need, stimulating peer interaction); - Presenting efficaciously the goals and nature of the didactic intervention; - Using IT instruments in school context to foster and keep language learning up-to-date. In terms of Learning skills: - opening to innovations; - availability to experimentation; - ethical involvement in issues raised; - creativity in our educational point of view. - Developing a desire for professional improvement in a life-long learning perspective; - Widening their methodologic-didactic culture in the field; - Deepening contents and methods of L2 teaching, through continual upgrading and updating of discipline repertoires; Keeping both their own language mastering and professional improvement alive and up-to-date, through autonomous bibliographic research and participation to training/review courses.	4	L-LIN/12	30	-	-	-	Other activities	ITA
22910031 - ULTERIORI ATTIVITA' FORMATIVE	Also available in another semester or year
22910058 - LABORATORIO di SCRITTURA ACCADEMICA	Also available in another semester or year
22910254 - creative expressiveness laboratory	Also available in another semester or year
22902620 - Sociology	Also available in another semester or year

Second semester

Course

Credits

Scientific Disciplinary Sector Code

Contact Hours

Exercise Hours

Laboratory Hours

Personal Study Hours

Type of Activity

Language

22910059 - LETTERATURA ITALIANA e DIDATTICA della LETTERATURA (objectives)

L-FIL-LET/10

Core compulsory activities

ITA

22910055 - LABORATORIO di LETTERATURA ITALIANA e DIDATTICA della LETTERATURA (objectives)

L-FIL-LET/10

Core compulsory activities

ITA

22902619 - Laboratory of Methods and teaching of motor activity (objectives)

M-EDF/01

Core compulsory activities

ITA

22910056 - LABORATORIO di PEDAGOGIA INCLUSIVA e DISABILITY STUDIES (objectives)

M-PED/03

Core compulsory activities

ITA

22902622 - English language laboratory 5th year (objectives)

L-LIN/12

Other activities

ITA

22910065 - TIROCINIO 5° ANNO (objectives)

Other activities

ITA

Optional Group: OPZIONALI - (show)

22902621 - English and teaching english	Also available in another semester or year
22910031 - ULTERIORI ATTIVITA' FORMATIVE	Also available in another semester or year
22910058 - LABORATORIO di SCRITTURA ACCADEMICA	Also available in another semester or year
22910254 - creative expressiveness laboratory (objectives) The aim of the laboratory is to develop students' knowledge and skills in the field of human creativity and the ways in which it can be expressed in the educational-didactic context. The basic assumption is that creativity is an essential component for implementing meaningful and inclusive teaching-learning relationships. By participating in the Creative Expressiveness Laboratory, the student will be able to achieve the following educational objectives. In terms of knowledge and understanding: - knowledge and understanding of studies on creativity and of different interpretative models - knowledge and understanding of the socio-cultural components that facilitate or hinder human creativity and its expression - knowledge and understanding of the educational-didactic implications inherent in the creation of a creative school environment In terms of applying knowledge and understanding: - ability to identify the components of human creativity (also by means of self-analysis) - ability to set up a classy environment characterized by creativity and freedom of expression - ability to implement educational activities that promote creativity and open for the expressive creativity of individual students and the class group - ability to manage improvisation in a creative way - ability to use the different languages and mediators available as "keystones" of the creativity In terms of independent judgment: - ability to reflect on the actions taken and to modify them with a view to a progressive creative preparation of the classroom environment - ability to analyze situations by grasping the explicit and implicit elements that hinder the creative expressiveness of the school, teachers and pupils - ability to grasp the socio-cultural components that favor or hinder creative expressiveness In terms of communication skills: - be able to use the different languages and mediators to facilitate the inclusive processes involved in class life and school life in general - be able to express one's creativity and to welcome and enhance the creativity of others In terms of learning ability: - demonstrate openness to one's own and others' creativity - demonstrate readiness for experimentation and creative improvisation - demonstrate creativity in the educational point of view	2	M-PED/03	16	-	-	-	Other activities	ITA
22902620 - Sociology	Also available in another semester or year

22902624 - Finl exam (objectives)

The general objective of the final examination is to verify the achievement of the educational objectives of the CdLMCU through the discussion of the thesis and the final report of the internship. In particular, with the degree thesis the degree of deepening of a theoretical or applicative topic is evaluated, carried out through a research or compilation work, attributable to one of the disciplines of the Degree Course. With the internship report, the quality of the reflection and documentation on the direct internship activities carried out in the last two years of the Degree Course and on the entire professional development path of the graduating student is assessed.

The final exam aims to give the student the following objectives.
In terms of knowledge and understanding:
 To understand and deepen from a theoretical and methodological point of view a topic related to a subject of the Degree Course;
 Understand the connections between theoretical and application aspects related to the in-depth theme.
In terms of ability to apply knowledge and understanding:
 Knowing how to interpret the theoretical and methodological knowledge in the conception of an educational-didactic course;
 Knowing how to plan and implement an educational-didactic course based on the acquired theoretical and methodological knowledge.
In terms of independent judgment:
 Knowing how to verify educational and didactic practices based on congruent theoretical and methodological models;
 Know how to analyze the context and the school situations on the basis of the acquired knowledge;
 To be able to evaluate didactic innovations according to the theoretical and methodological progress in the various disciplines;
 Knowing how to reflect on the teacher's skills in relation to contexts and school situations.
In terms of communication skills:
Orre Present with appropriate terminology and an adequate level of articulation the theoretical in-depth work carried out in the degree thesis and the experience at school described in the internship report;
 Evaluate the strengths and weaknesses of your communication skills related to the teacher's profession.
In terms of learning ability:
 Develop an orientation towards theoretical and methodological study in the disciplines related to teaching;
 Develop interest in training and professional development.

Other activities

ITA

TOTAL

300

Università Roma Tre

Degree Course: Primary teacher education A.Y. 2019/2020

Expected learning outcomes Syllabus Italian version

Autonomia di giudizio

Abilità comunicative

Capacità di apprendimento

Requisiti di ammissione

Prova finale

Orientamento in ingresso

Il Corso di Studio in breve