Catalogo dei Corsi di studio

The Course (LM-85bis) is aimed at training future teachers of nursery and primary schools, fostering the acquisition of a scientific aptitude characterised by observation, theoretical way of reasoning, comparison, and discussion with others, as well as the ability to integrate, re-elaborate, and communicate disciplinary contents by means of a training that keeps a constant balance between theory and experience.
One of the curriculum's purposes is to analyse in depth, both from a theoretical point of view and a didactic one, the disciplinary areas established for teaching in the National Directives for the considered types of school.
The Course is aimed at training teachers able to plan an active teaching focused on children's uniqueness and fostering their curiosity, motivation to learn, independency, creativity, and ability to construct and strengthen their knowledge by applying them in real contexts. Such an approach puts together disciplines and relational aspects, and implies that teachers are able to understand the times and ways each child needs to construct his/her own knowledge, so to understand their development and appreciate individual and cultural differences of each one. Scientific and humanistic disciplinary areas include the acquisition of disciplinary contents and didactic methodologies specific for each kind of teaching, in order to supply the future teachers with the needed theoretical competences and effective intervention strategies. Workshop credits associated to the disciplines will be necessary to experiment specific educational programmes related to each discipline.
The proposed educational model implies skills in planning and realising flexible and articulated learning programmes in the various disciplinary areas, paying a special attention to cross skills, by means of a collaboration among teachers too. A special attention will be paid to the training of teachers able to welcome, appreciate, and make interact among them various cultures and identities, respecting all traditions, religions, family roles, and gender differences. The Course will supply the cognitive tools needed to prevent and remove gender stereotypes and sexuality-based discriminations. A great attention will be paid to the knowledge of the specific needs of children with disabilities, learning disorders, or special educational needs, for whom it is necessary to plan adequate organisational strategies and personalised educational projects, in a view of inclusion. The Course includes the experimentation and knowledge of the various didactic strategies and methods fostering the processes of learning-teaching. The Course intends to make students know the conditions that make the school context and the classroom context places where each child can feel educational wellbeing and psychological security, essential for everyone to learn, interact with others, and deal with new experiences. For this purpose, it is very important the acquisition of relational competences and communication skills connected to the management of the adult-child relationship, the group, the communication within the scholastic community and with families, as well as the relationships with other local educational agencies. Future teachers will possess abilities and competences within observation, evaluation, and measurement processes of the results of the educational action. This implies a special attention paid to the documentation management, the ability to monitor the didactic intervention, and the ability to choose and construct valid and reliable measuring tools. The Course is organised into:

- basic educational activities for the acquisition of psycho-pedagogical, methodological-didactic, socio-anthropological, and digital competences;

- characterising educational activities dedicated to the analysis of teaching contents of the two kinds of school considered and the didactics connected to them, to the acquisition of competences in English and competences related to ICT.

The proposed educational activities include:

- academic courses directed to supply a theoretical knowledge related to the various educational areas (both basic or characterising), giving the under-training individuals the opportunity to critically compare theoretical and methodological models, diversified and specific for each discipline; the five-year courses are gradual and preparatory in order to integrate the various disciplines;

- exercises and didactic workshops, characterised by an experiential approach coherent with the proposed methods for teaching, and connected and integrated to the single academic courses according to criteria of continuity and progression;

- internships both direct (in nursery and primary schools) and indirect (in simulations by means of group works that include research, analysis, and reflection activities related to the experience into the school); the internship is divided into the single years according to criteria of continuity and progression.
The Course is aimed at training teachers of nursery and primary schools. Another job opportunity is the teaching in centres for adults' education (Centri Territoriali Permanenti).
Primary school teachers: these professionals organise, plan, and realise didactic activities aimed at the teaching to children of reading and writing; of the basic structures of the oral and written language, history, geography, literature; of arithmetic and geometry, the basic elements and languages of the various scientific areas (life science, earth science, physical science, and chemical science), the projection and spatial and temporal representation of objects, people, and human cultures; these activities are also aimed at the development of psychomotor, artistic, social, and logic development. The teachers plan these activities, administer tests and exams, evaluate the learning, participate to decisions of scholastic organisation, didactics, and programmes, and include the parents in their children's training.
Nursery school teachers: these professionals organise, plan, and realise integrated learning environments aimed at fostering children's physical, emotional, cognitive, and social development by organising spaces, times, play activities, relationship activities, and activities of exploration. They plan these activities, evaluate children's learning, participate to decisions of scholastic organisation, didactics, and programmes, include the parents in their children's training, and support disabled children during the scholastic training.