Primary teacher education

Educational objectives

At the end of the course, the student will be able to understand the educational purposes of nursery school in the current context and in the reference area of key skills for permanent learning, as indicated by European institutions.
The student will also have a basic knowledge about emotional and cognitive needs of children, the role of a teacher in nursery school, the role of families as a resource, good procedures for integration and assimilation, how to organize a learning environment in connection to space, time and materials, the importance of relationships in emotional and cognitive development, as well as the importance of experience for learning. The student will have a basic knowledge about the tools of the job of a teacher [Dublin Descriptor No. 1].
The acquired skills will be about the ability of working with children in zone of proximal development, promoting the development of identity, autonomy, and proficiency, directing them toward citizenship by learning to get on well with others. The student will be also motivated to positively interact with his/her colleagues with the goal of creating stimulating learning environments and to build alliances with the families to establish a network of positive and meaningful relationships, that support the emotional and cognitive development of each child. In particular, the study will supply a knowledge about the functioning of a nursery school, the role of the teacher in this context, and the good procedures in nursery school [Dublin Descriptor No. 2].
The acquired cross skills will be about critical and judgemental skills strengthened by participation to practical workshop activities. The simulation of a Teaching Body will allow to experiment as a little group joint choices, educational intentionality and planning skills [Dublin Descriptor No. 3].

Educational objectives

At the end of the course, the student will be able to understand the educational purposes of primary school in the current context and in the reference area of key skills for permanent learning, as indicated by European institutions.
The student will also have a basic knowledge about the role of the teacher in primary school, the role of the other social management components of school, and the role of environment in connection to time and space of education [Dublin Descriptor No. 1].
The acquired skills will be about the ability of working as a group with others, positively operating to reach the same goal. The knowledge will be about the functioning of a school institution and the role of a teacher [Dublin Descriptor No. 2].
The acquired cross skills will be about critical and judgemental skills strengthened by participation to a project work, where a common plan and joint choices will be experimented through a shared work [Dublin Descriptor No. 3].
Communication of the project work's outcomes to the colleagues will allow to test the skill of communicating and transmitting what has been found out [Dublin Descriptor No. 4].

Educational objectives

At the end of the course, the student will be able to understand the educational purposes of nursery school in the current context and in the reference area of key skills for permanent learning, as indicated by European institutions.
The student will also have a basic knowledge about emotional and cognitive needs of children, the role of a teacher in nursery school, the role of families as a resource, good procedures for integration and assimilation, how to organize a learning environment in connection to space, time and materials, the importance of relationships in emotional and cognitive development, as well as the importance of experience for learning. The student will have a basic knowledge about the tools of the job of a teacher [Dublin Descriptor No. 1].
The acquired skills will be about the ability of working with children in zone of proximal development, promoting the development of identity, autonomy, and proficiency, directing them toward citizenship by learning to get on well with others. The student will be also motivated to positively interact with his/her colleagues with the goal of creating stimulating learning environments and to build alliances with the families to establish a network of positive and meaningful relationships, that support the emotional and cognitive development of each child. In particular, the study will supply a knowledge about the functioning of a nursery school, the role of the teacher in this context, and the good procedures in nursery school [Dublin Descriptor No. 2].
The acquired cross skills will be about critical and judgemental skills strengthened by participation to practical workshop activities. The simulation of a Teaching Body will allow to experiment as a little group joint choices, educational intentionality and planning skills [Dublin Descriptor No. 3].

Educational objectives

Learning outcomes of the course unit The course aims to encourage an informed reflection on the issues related to linguistic education with particular regard
to the skills that the Italian teacher must possess in order to carry out its activity effectively. In order to develop the knowledge of the diachronic level, a brief
profile of the history of the Italian language will be presented. Knowledge and understanding At the end of the course the student will have to demonstrate
competence to reflect on language, following the main models of linguistic education. The student must also know the fundamental stages of the history of
the Italian language. Applying knowledge and understanding At the end of the course the student must be able to plan and evaluate teaching interventions
and materials targeted by age and specificity of the pupils. Making judgements At the end of the course the student will have acquired a capacity for
independent and critical reflection in relation to the teaching of the Italian language; the ability to set up educational applications in the disciplinary area; the ability to adapt the teaching activities appropriately to the specificity of the scholastic context and to the language skills of the students. Communication skills
The student must be able to clearly transmit the contents related to the knowledge of the Italian language and to linguistic education; be able to effectively
convey the concepts of the discipline; communicate their ideas with clarity and mastering of language. Learning skills The student must have developed the
learning skills necessary to independently undertake further study

Educational objectives

Learning outcomes of the course unit
The general objective of the course is to deepen the knowledge related to Italian grammar and to reflect on the grammatical structure of Italian language in a didactic perspective, accordingly the recent acquisitions regarding the traditional system of language teaching.

Knowledge and understanding
At the end of the course the student will have to demonstrate the understanding of the concepts foreseen by the course, with particular attention to the relative didactic applications in the school, according to the Indicazioni nazionali 2012 of the primary and infancy school.

Applying knowledge and understanding
At the end of the course the student will be able to describe Italian language at various levels of linguistic analysis (phonetics, morphology, syntax, lexical), illustrating and applying the concepts of the discipline. The student will also develop the skills necessary to develop observational abilities and analysis of the oral and written texts of the students.

Making judgements
The student will be able to move freely and independently between problems and topics related to Italian linguistics, to enrich their knowledge and to deepen disciplinary aspects of his particular interest.

Communication skills
The student must know how to communicate his ideas with clarity and propriety of language; know how to use the technical terminology of the discipline; be able to convey the concepts of the discipline correctly.

Learning skills
At the end of the course the student will have to know how to use and find the tools to update and constantly deepen and autonomously the knowledge and professional skills in the disciplinary area.
 

Educational objectives

Learning outcomes of the course unit
The course aims to encourage an informed reflection on the issues related to linguistic education with particular regard to the skills that the Italian teacher must possess in order to carry out its activity effectively. In order to develop the knowledge of the diachronic level, a brief profile of the history of the Italian language will be presented.

Knowledge and understanding
At the end of the course the student will have to demonstrate competence to reflect on language, following the main models of linguistic education. The student must also know the fundamental stages of the history of the Italian language.

Applying knowledge and understanding
At the end of the course the student must be able to plan and evaluate teaching interventions and materials targeted by age and specificity of the pupils.

Making judgements
At the end of the course the student will have acquired a capacity for independent and critical reflection in relation to the teaching of the Italian language; the ability to set up educational applications in the disciplinary area; the ability to adapt the teaching activities appropriately to the specificity of the scholastic context and to the language skills of the students.

Communication skills
The student must be able to clearly transmit the contents related to the knowledge of the Italian language and to linguistic education; be able to effectively convey the concepts of the discipline; communicate their ideas with clarity and mastering of language.

Learning skills
The student must have developed the learning skills necessary to independently undertake further study in the field of teaching Italian language, with a propensity to renew teaching practices through openness to research, experimentation and innovation.

Educational objectives

Knowledge and understanding
develop the capability of correctly translating information from verbal to mathematical language, and viceversa; becoming able to use algebraic language and, more generally, mathematical representations in different registers as thinking tools. Being able to use algebraic language and other representation tools in an aware way. Being able to explore numerical situations and, more generally, mathematical representations to recognize properties, produce conjectures and develop argumentations.

Apply knowledge and understanding:
Develop competences useful to design and implement teaching-learning processes in relation to the themes of "numbers" and "relations and functions". Being able to design effective methodologies through which leading students to develop aware and reasonable choices.

Critical and judgment skills
Being able to compare different strategies to solve problems and to reflect on the most effective approaches to face them.

Communicative skills
Being able to develop effective argumentations on the strategies adopted to face problems; being able to reflect on the argumentations produced by others; being able to argument on the most effective didactical approaches to be adopted in relation to the themes "numbers" and "relations and functions".

Learning skills
Develop awareness about the need of pursuing longlife professional education and of keeping in touch with institutional structures and of being open to civil society.

Educational objectives

Knowledge and understanding: At the end of the course the student will have acquired the basic notions relating to the topics covered: various numerical sets (natural, integer, limited decimal, rational, ...) and operations in such sets, use of percentages, logical schemes in mathematical reasoning .

Applying knowledge and understanding: The student will be able to work with numbers with confidence and awareness. He will be in a position to teach the fundamental concepts of numbers; in particular he will be able to teach to perform calculations with different tools and with different strategies. He will be able to recognize mathematical content in various situations.

Making judgements: The student will have acquired the habit of rigor in mathematical reasoning. He will have acquired awareness of known numerical concepts and strategies for their teaching. He will have reflected on the role of intuition and rigor in the teaching of mathematics.

Communication skills: The student will be able to present the learned contents and explain them to others. He will also be motivated to renew teaching practices by opening up to research and experimentation.

Learning skills: The student will be motivated to deepen and update the contents and methods of mathematics and its teaching. He will try to foster the development of a positive attitude towards mathematics.

Educational objectives

Knowledge and understanding
develop the capability of correctly translating information from verbal to mathematical language, and viceversa; becoming able to use algebraic language and, more generally, mathematical representations in different registers as thinking tools. Being able to use algebraic language and other representation tools in an aware way. Being able to explore numerical situations and, more generally, mathematical representations to recognize properties, produce conjectures and develop argumentations.

Apply knowledge and understanding:
Develop competences useful to design and implement teaching-learning processes in relation to the themes of "numbers" and "relations and functions". Being able to design effective methodologies through which leading students to develop aware and reasonable choices.

Critical and judgment skills
Being able to compare different strategies to solve problems and to reflect on the most effective approaches to face them.

Communicative skills
Being able to develop effective argumentations on the strategies adopted to face problems; being able to reflect on the argumentations produced by others; being able to argument on the most effective didactical approaches to be adopted in relation to the themes "numbers" and "relations and functions".

Learning skills
Develop awareness about the need of pursuing longlife professional education and of keeping in touch with institutional structures and of being open to civil society.

Educational objectives

Knowledge and understanding
Knowing how to identify numerical regularities. Knowing how to frame elementary properties in more general contexts. Knowing how to grasp and describe links between geometrical configurations and numerical properties.

Apply knowledge and understanding
Being able to teach topics of arithmetic, proposing activities and problems on numbers.

Critical and judgmental skills
Activate the ability to reflect on various possible teaching practices (even in the presence of students with special educational needs).

Communication skills
Being able to communicate empathically with children, and interact constructively with peers.

Learning ability
Availability to renew teaching practices through openness to research, experimentation and innovation.

Educational objectives

By using as a problematic reference two essays by John Dewey, “Unity of science as a social problem” and “Experience and education,” the course intends to examine the characteristics, methods and intervention areas of experimental research in educational sciences and the possibility to use the results in taking decisions of educational policy. They will be examined the epistemological and methodological problems taking place on field research within the educational sciences, paying a special attention to the research on efficacy of educational systems in conveying linguistic abilities.
At the end of the course, students will have acquired knowledge concerning the main themes of pedagogy and will be able to know and understand general themes and issues related to educational sciences study areas. They will have also acquired knowledge connected to the use of tools for observation and collection of data, especially in contexts of primary and pre-primary school. Students will acquire knowledge concerning the use of research and analysis methods, with a special reference to the population on children in primary and pre-primary school (Knowledge and understanding).
By attending the course of Experimental Pedagogy, students will reach the ability of applying the acquired knowledge and skills, so to be able to plan and carry out little experimental researches, and to build, validate and use evaluation and observation tools, especially those intended to children in primary and pre-primary school. They will be also able to present the data collected so as they are accessible even to non-expert readers (Applying knowledge and understanding).
At the end of the course, students will know how to interpret information and reflect on issues connected to the study area, proving to have acquired a scientific attitude and to have critical and auto-critical skill. They will have specifically reached a special attention to critical analysis in the context of primary and pre-primary school (Making judgements).
By activities of study and reflection on themes of pedagogy, tool analysis, communication models and modalities, and diffusion of results, students will develop instrumental skills (writing, speaking, computing) so to promote the ability of engaging with others, identifying with one's working role and work as a group (Communication skills).
Another and more general outcome expected at the end of the course is the skill of learning or acquiring the needed abilities to start further studies with a high level of autonomy, to integrate in the world of work and to be an active part of society (Learning skills).

Educational objectives

At the end of the course the students should be able to:
- demonstrate understanding of the culturally mediated nature of the notion of
childhood
- demonstrate an understanding of current theories concerning children and infancy
from an intercultural point of view
- read and critically analyze articles and texts that present the various aspects of
vital dimensions of childhood
- situate the anthropological perspectives on children (and youth) within the field
broader than social and cultural anthropology;

and to reveal the following knowledge and skills:
- know and understand the general lines of the development of anthropology
cultural;
- know the theoretical-methodological problems that the discipline faces in its
practice today, with particular reference to educational processes and contexts;
- possess good skills in cultural analysis of social and territorial contexts
with particular regard to multicultural contexts;
- be able to use anthropological knowledge in the context of future practice;
- to know how to translate the theoretical and methodological knowledge of anthropology in taking a critical and reflective approach;
- know how to interpret information emerging from the professional sphere as data
to be treated according to an ethnographic model;
- be able to communicate their analysis of socio-cultural contexts in which
acts;
- be able to use the ethnographic method, to improve listening, observation and interpretation of the communication processes in which it participates;
- be able to integrate their knowledge to autonomously expand own analytical tools.

Educational objectives

General Aims

This course aims at familiarizing the students with the themes and methods of developmental psychology. From Infancy to primary school age. At the end of the course students will know the “normative frames” of development.The particular methodological tools that characterise the field of developmental psychology will be examined. There will be a focus on the development of drawing skills and on the strategies to man-age the class of pupils in primary school.

Specific Aims

(knowledge and understanding).

Students will know normative frames related to cognitive, social and emotional development. Students will also have a basic knowledge and understanding of different research methods in developmental psychol-ogy.

Applying knowledge and understanding

At the end of the course, students will be able to recognize normative frame, developmental tasks chal-lenges and resources in analyzing a “case”. Students will also be able to recognize different research methods in developmental psychology

Making judgements

Class discussions will allow students to learn how to comment a case making reference to psychological theories and to contextualize the case in the environment.

Communication skills).
Trough discussions in class, students will learn how communicate using specific terminology of develop-mental psychology.

Learning skills).
Recall to sources will allow students to learn how to study in deep topics of developmental psychology, above all by using appropriate key words. At the end of the course students should be able to find and use bibliographic and sitographic tools in order to constantly update and deepen professional knowledge and skills.

Educational objectives

CORSE OBJECTIVES

A placement test will be administered during the first lesson. Additional content of the course will be chosen based on the test results and additional materials will be chosen.
The general aim of the course is to improve the current level of English of the students. The expected level of English of students is CEFR (Common European Framework of Reference for Languages) B1 or B2, in all four skills: reading, listening, writing, speaking.
The chosen course book will be the starting point for the course and it will be used as a means of consolidating students’ knowledge of grammar and vocabulary.

General objectives:
- Learn to understand the main ideas of complex texts on both concrete and abstract topics, including technical discussions in his/her field of specialization.
- Learn to interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.
- Learn to produce clear, detailed texts on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

Other potential objectives:
- Learn to understand a wide range of demanding, longer texts and recognise implicit meaning.
- Learn to express him/herself fluently and spontaneously without much obvious searching for expressions, in order to use language flexibly and effectively for social, academic and professional purposes.

Specific objectives:
Speaking Interaction and Production: speak fluently without searching for language; communicate effectively in social and professional situations; give ideas and opinions and related their ideas to those of other speakers; talk about complex subjects and develop arguments.
Listening: understand long complex speech; understand most television programmes and films.
Reading: understand long and complex factual and literary texts, with different styles; understand specialized articles and long technical instructions.
Writing: write long, clear, well-structured texts to express their points of view; write about complex subjects in a letter, an essay or a report; write in an appropriate style.

By the end of the course, students will have mastered grammar points and vocabulary at the CEFR B2/C1 level, will be able to understand factual every-day and literary texts containing grammar points and vocabulary at the level. In addition, students will have mastered the most frequent reading strategies (reading for gist, reading for detail, etc.)
The acquired skills will have improved the ability to face every-day situations in English. This will encourage students to interact in English with more confidence and consequently more easily.
The acquired soft skills will improve the ability to face unfamiliar texts and contexts, not only in English but also in their native language, as well as learning about English-speaking countries’ traditions and customs, by means of activities that stimulate cognitive processes and texts on English-speaking countries’ customs and traditions.
In-class activities and exercises, carried out in small groups, will help students to express themselves with ease; small-group work will have the aim to develop the feeling of group belonging, sharing, ability to negotiate and resolve conflicts, socialize and actively participate.
Thanks to the participation in the in-class activities and exercises (such as, discussions on different topics in small groups, grammar and vocabulary exercises, text comprehension, role plays, etc.) students will be motivated to continue studying English, thus being enabled for lifelong learning.

Educational objectives

Learning outcomes of the course unit
The course presents the central topics of linguistic education in italian language (receptive and productive abilities) during the primary school to promote their applications, based on theoretical models and according to “indicazioni nazionali”.

Specific skills

Knowledge and understanding
At the end of the course the student will have to demonstrate the knowledge and understanding of the concepts foreseen by the course, with particular attention to the relative educational applications in the primary school, according to the “Indicazioni nazionali della scuola primaria e dell’infanzia “ 2012.

Applying knowledge and understanding
At the end of the course the student will be able to describe the Italian contemporary language and its variability, to recognize and to plan educational activities for the primary school curriculum.

Making judgements
The student will be able to move freely and independently between problems and topics related to linguistic education, to reason on the teaching activities.

Communication skills
The student must know how to communicate the concepts of the discipline with clarity, propriety of language and using the technical terminology of the discipline.

Learning skills
At the end of the course the student will have to know how to use and find the tools to deepen and update (constantly and autonomously) the knowledge in the disciplinary area, according to his own interests and to the real educational needs.

Educational objectives

Knowledge and ability to understand
The course does not aim to provide the bases to teach Chemistry in its conceptual structure to future teachers, but, after revising some basic concepts, to experiment a viable way to contribute, together with other disciplinary areas, to the achievement of objectives proposed by the 2012 National Guidelines for primary school and childhood.
Applying knowledge and understanding
The student must be able to autonomously choose practical and training programs and experiences useful for the transmission of the scientific method applied to the observation of phenomena related to the structure of matter. He will be able to self-assess his teaching and educational skills in the field of chemistry in full autonomy.
Making judgements
The student must be able to clearly and adequately illustrate information related to educational and teaching situations related to the field of chemistry and easily observable in everyday life using "classic" and multimedia means of communication.
Lifelong learning skills
The student must have as its objective the autonomous understanding of the scientific method that passes through the phenomenological observation of situations that involve chemistry. Furthermore, the student is expected to acquire team learning skills for the realization of collective projects.

Educational objectives

Knowledge and ability to understand
The course does not aim to provide the bases to teach Chemistry in its conceptual structure to future teachers, but, after revising some basic concepts, to experiment a viable way to contribute, together with other disciplinary areas, to the achievement of objectives proposed by the 2012 National Guidelines for primary school and childhood.
Applying knowledge and understanding
The student must be able to autonomously choose practical and training programs and experiences useful for the transmission of the scientific method applied to the observation of phenomena related to the structure of matter. He will be able to self-assess his teaching and educational skills in the field of chemistry in full autonomy.
Making judgements
The student must be able to clearly and adequately illustrate information related to educational and teaching situations related to the field of chemistry and easily observable in everyday life using "classic" and multimedia means of communication.
Lifelong learning skills
The student must have as its objective the autonomous understanding of the scientific method that passes through the phenomenological observation of situations that involve chemistry. Furthermore, the student is expected to acquire team learning skills for the realization of collective projects.

Educational objectives

Knowledge and ability to understand
The course does not aim to provide the bases to teach Chemistry in its conceptual structure to future teachers, but, after revising some basic concepts, to experiment a viable way to contribute, together with other disciplinary areas, to the achievement of objectives proposed by the 2012 National Guidelines for primary school and childhood.
Applying knowledge and understanding
The student must be able to autonomously choose practical and training programs and experiences useful for the transmission of the scientific method applied to the observation of phenomena related to the structure of matter. He will be able to self-assess his teaching and educational skills in the field of chemistry in full autonomy.
Making judgements
The student must be able to clearly and adequately illustrate information related to educational and teaching situations related to the field of chemistry and easily observable in everyday life using "classic" and multimedia means of communication.
Lifelong learning skills
The student must have as its objective the autonomous understanding of the scientific method that passes through the phenomenological observation of situations that involve chemistry. Furthermore, the student is expected to acquire team learning skills for the realization of collective projects.

Educational objectives

What a picture is, how you can do it, why it is important: course's goal is to present a nucleus of themes, languages and artistic techniques so to bring children closer to nature and to pictures' meaning and relational use, as tools of expression and communication.
The acquired skills will be about the ability of arousing in children the attitude to observation of variety of natural and artificial forms, of colours in their results on emotions, and of space in its variation; it will be also encouraged and directed personal expression and the comparison with others' creations.
The acquired cross skills will be about the ability of cooperating to reading of pictures on the basis of narrative and evocative points, and the ability of realizing and transforming pictures and objects on the basis of creative points, deriving both from observation of the surrounding environment and from proposed examples. These activities will allow to concretely apply theories and practices of creativity, such as, for example, those of Bruno Munari.
Students will be encouraged to plan - individually or as a group - simulations of activity on themes from time to time examined in depth: colour, space, materials, and details, taking into account children's progressive development of skills and abilities.
Thanks to a deep examination of theoretical and practical aspects on the theme - also through external visits to museums and workshops of museum-based education - students will be able to autonomously continue their studies, planning original and reasoned educational paths.

Educational objectives

What a picture is, how you can do it, why it is important: course's goal is to present a nucleus of themes, languages and artistic techniques so to bring children closer to nature and to pictures' meaning and relational use, as tools of expression and communication.
The acquired skills will be about the ability of arousing in children the attitude to observation of variety of natural and artificial forms, of colours in their results on emotions, and of space in its variation; it will be also encouraged and directed personal expression and the comparison with others' creations.
The acquired cross skills will be about the ability of cooperating to reading of pictures on the basis of narrative and evocative points, and the ability of realizing and transforming pictures and objects on the basis of creative points, deriving both from observation of the surrounding environment and from proposed examples. These activities will allow to concretely apply theories and practices of creativity, such as, for example, those of Bruno Munari.
Students will be encouraged to plan - individually or as a group - simulations of activity on themes from time to time examined in depth: colour, space, materials, and details, taking into account children's progressive development of skills and abilities.
Thanks to a deep examination of theoretical and practical aspects on the theme - also through external visits to museums and workshops of museum-based education - students will be able to autonomously continue their studies, planning original and reasoned educational paths.

Educational objectives

The aim of the course is to learn the codes of film language and methods of analysis of audiovisual texts starting from a historical contextualization of the concepts of screenplay, direction and editing. Expected learning outcomes (according to Dublin descriptors). Knowledge and understanding: at the end of the course the student will have to demonstrate understanding of the concepts covered by the course, with particular attention to the related didactic applications of audiovisual language in school. Applied knowledge and understanding: At the end of the course the student should be able to explain the fundamental concepts of cinematographic language and its correct use within the teaching activity in primary and infancy school. Making judgements: The student will be able to use the methodologies learned for the autonomous production and evaluation of exercises, laboratories and lectures. Communication skills: The student will be able to communicate their ideas with clarity and proper language and know how to use the technical terminology of the audiovisual, and choose and use audiovisual materials in their own way within the teaching activity. Learning skills: At the end of the course the student will have to know how to use and find the tools to constantly and independently update and deepen the knowledge and professional skills in the disciplinary field.
 

Educational objectives

The course aims to provide students with theoretical knowledge and practical skills useful for the design of interventions and the conduct of research, carried out with qualitative and quantitative methods and techniques, in particular through workshops on specific situations of pedagogical interest.
The workshop’s objective is to provide methodological and critical tools useful to understand themes and issues related to research methodology in Education; allow them to know how to interpret information and to reflect on problems related to the field of Education, demonstrating to have acquired a scientific attitude and possess critical and self-critical thinking.
The student will also be able to understand the logical process underlying a research and to operationalise the constructs in measurable variables. He/She will know how, to apply the research methodologies, useful for deepening understanding of the teaching profession and developing critical thinking and creative skills through the development of research projects and solutions based on research results. The student will have the opportunity to develop instrumental abilities (written and oral expression, observation, use of research tools, research information), develop their ability to communicate and express problems related to the purpose of the course, improve their ability to relate with others and know how to work in groups in an active and positive way.
At the end of the course, the student will be able to know the main procedures of scientific enquiry (focus group, construction and administration of questionnaires, text analysis and method of observation), formulate and operationalise research questions, determine validity and reliability of an instrument, use research instruments suitable for the measurement of pedagogical knowledge and evaluate and design simple research paths to answer specific research questions. Some workshops will be organised to explore and put into practice range of methodological approaches and different ways of dealing with reality and reflecting on the data collected. The workshops will cover: bibliographic research and its implications in the definition of research design; construction and calibration of a questionnaire, narrative as a method and pedagogical tool, methodological approaches and objectives of brainstorming, focus groups and group interviews; process of collective creativity and analysis of group dynamics; method of textual and content analysis; teaching of reading strategies and their evaluation based on the use of standardised instruments. The workshops will be carried out, for the most part, in collaboration with researchers and specialists and will have, as their main objectives, the improvement of observation skills, critical thinking, design capabilities, active collaboration and capacity to use previous knowledge. Working in small groups will enhance cohesion and stimulate the process of socialization through active participation, negotiation and conflict resolution process.
Through administration of a research instrument at school, classroom observation and preparation of a focus group, the student will be able to check empirically the methodological approaches studied. In addition, the student will empowered their autonomy of judgment regarding the theoretical models and research procedures adopted in Pedagogy and develop their observation skills and ability to problematise and analyse educational issues.
Moreover, thanks to the participation in research projects (critical analysis of bibliographic sources, administration of questionnaires or open tests at school, data entry and analysis), the students will discover the interactions that underline the definition of research process in the pedagogical field and this will allow them to pursue their studies with a greater degree of autonomy and discernment.

Educational objectives

The course provides the basic knowledge of geography and the theoric and practical competences to analyze relations, also in the diachronic perspective, between environment and societies at different scale. Moreover, the course provides conceptual basic tools to geolocalise and understand components and phenomena in their correct spatial and temporal dimensions. Then, the course puts in evidence the link between research and didactics in geography and shows the methodologies and tools finalized to promote a suitable use of geographical interpretive categories in order to know the environmental and anthropic characteristics. The Laboratory has the main aim to provide a series of references and guidelines useful to find and elaborate demographic, social, economic and territorial data in the perspectives of the team working and constructivist-interdisciplinary didactics.
At the end of the course the student will be able to read the landscape with a critical approach, recognizing the main physical-morphological forms, the modeling actions that occurred over time, analyzing the anthropic aspects and the relationships established between socio-demographic components and natural elements. The student will have also acquired a basic knowledge of some traditional and innovative tools that allow to develop a laboratory didactics and a cooperative approach, inspired to the research-action and authentic understanding.

Educational objectives

To enable spatial exploration and perception skills; visual-spatial aspects.
Knowing how to handle conceptual obstacles in geometry, variants and invariants, the transition from the three-dimensional to the two-dimensional space.
Recognizing geometric content in multidisciplinary situations. To be able to manage mistakes and document educational processes.
To recognize mathematical structures in different contexts.
To be willing to do research and cooperate, in order to renew educational practices, also through in-service training.

Educational objectives

To be familiar with basic notions in geometry at an adequate level for teaching in nursery and primary school.
To be able to confidently work in the Euclidean plane and in the Euclidean space.
To know and to be able to use the geometric transformations.
To be able to make didactic transpositions of geometry topics in appropriate contexts.

Educational objectives

Knowledge and understanding
Becoming able to effectively use mathematical language as a tool to describe the real world. Getting used to a coherent use of quantitative language; becoming able to evaluate the magnitude of a quantity. Becoming able to collect, organize, and present data obtained from different sources. Getting acquainted with the difference between certain and probable events, with randomness, and with simple examples from the calculus of probability.

Apply knowledge and understanding
Develop the capability to correctly model problem-situations that involve uncertainty and to grasp connections between theoretical aspects related to probability and statistics and the strategies adopted to face problems. Develop competences useful to design and implement teaching-learning processes in relation to the theme of "data and predictions". Being able to design effective methodologies through which leading students to develop aware and reasonable choices.

Critical and judgment skills
Being able to compare different strategies to solve problems and to reflect on the most effective approaches to face them.

Communicative skills
Being able to develop effective argumentations on the strategies adopted to face problems; being able to reflect on the argumentations produced by others; being able to argument on the most effective didactical approaches to be adopted in relation to the theme "data and predictions".

Learning skills
Develop awareness about the need of pursuing longlife professional education and of keeping in touch with institutional structures and of being open to civil society.

Educational objectives

To enable spatial exploration and perception skills; visual-spatial aspects.
Knowing how to handle conceptual obstacles in geometry, variants and invariants, the transition from the three-dimensional to the two-dimensional space.
Recognizing geometric content in multidisciplinary situations. To be able to manage mistakes and document educational processes.
To recognize mathematical structures in different contexts.
To be willing to do research and cooperate, in order to renew educational practices, also through in-service training.

Educational objectives

-Knowledge and understanding (Dublin Descriptor A)
Know the main examples of multimedia teaching technologies and the pedagogical models underlying them.
Know the legislation and the main projects at ministerial level in relation to teaching technologies (National Plan for the Digital School)
Understanding the role of technologies in collaborative learning.
Understanding the role of technologies at the service of the teaching profession (to relate with other teachers, design, search for information)

-Applying knowledge and understanding (Dublin B descriptor)
Knowing how to apply this knowledge to support one's own arguments in discussion forums, to create artifacts that summarize the ideas expressed (concept maps, power point presentations), to design pedagogical scenarios that use technologies to create collaborative learning environments for different age levels
-Making judgments (descriptor C)
To be able to evaluate and express advice during peer review activities of the artifacts produced by the students in the course.
To be able to evaluate sources reliability in searching information useful for group work

- Communication (Descriptor D)
To know how to work in a group and to contribute to the discussion and creation of artifacts.
Knowing how to use technologies to communicate, also using different languages, through multimedia.
To know how to communicate effectively by presenting the work of your group in plenary.

- Lifelong learning skills (descriptor E)
Knowing how to find useful information for group work within the Internet and the main bibliographic databases.

Educational objectives

CORSE OBJECTIVES

A placement test will be administered during the first lesson. Additional content of the course will be chosen based on the test results and additional materials will be chosen.
The general aim of the course is to improve the current level of English of the students. The expected level of English of students is CEFR (Common European Framework of Reference for Languages) B1 or B2, in all four skills: reading, listening, writing, speaking.
The chosen course book will be the starting point for the course and it will be used as a means of consolidating students’ knowledge of grammar and vocabulary.

General objectives:
- Learn to understand the main ideas of complex texts on both concrete and abstract topics, including technical discussions in his/her field of specialization.
- Learn to interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.
- Learn to produce clear, detailed texts on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

Other potential objectives:
- Learn to understand a wide range of demanding, longer texts and recognise implicit meaning.
- Learn to express him/herself fluently and spontaneously without much obvious searching for expressions, in order to use language flexibly and effectively for social, academic and professional purposes.

Specific objectives:
Speaking Interaction and Production: speak fluently without searching for language; communicate effectively in social and professional situations; give ideas and opinions and related their ideas to those of other speakers; talk about complex subjects and develop arguments.
Listening: understand long complex speech; understand most television programmes and films.
Reading: understand long and complex factual and literary texts, with different styles; understand specialized articles and long technical instructions.
Writing: write long, clear, well-structured texts to express their points of view; write about complex subjects in a letter, an essay or a report; write in an appropriate style.

By the end of the course, students will have mastered grammar points and vocabulary at the CEFR B2/C1 level, will be able to understand factual every-day and literary texts containing grammar points and vocabulary at the level. In addition, students will have mastered the most frequent reading strategies (reading for gist, reading for detail, etc.)
The acquired skills will have improved the ability to face every-day situations in English. This will encourage students to interact in English with more confidence and consequently more easily.
The acquired soft skills will improve the ability to face unfamiliar texts and contexts, not only in English but also in their native language, as well as learning about English-speaking countries’ traditions and customs, by means of activities that stimulate cognitive processes and texts on English-speaking countries’ customs and traditions.
In-class activities and exercises, carried out in small groups, will help students to express themselves with ease; small-group work will have the aim to develop the feeling of group belonging, sharing, ability to negotiate and resolve conflicts, socialize and actively participate.
Thanks to the participation in the in-class activities and exercises (such as, discussions on different topics in small groups, grammar and vocabulary exercises, text comprehension, role plays, etc.) students will be motivated to continue studying English, thus being enabled for lifelong learning.

Educational objectives

In terms of knowledge and understanding [Dublin Descriptor No. 1]:
- Know and analyze the organisation of the kindergarten in its institutional, structural and organisational aspects.
- Know and analyze the organisation of primary schools in its institutional, structural and organisational aspects.
- Observe and understand the classroom and classroom factors that positively influence student learning and participation.
- Know the main techniques for systematically observing students' behaviour and learning.
- Know the central reference figures of the school and their functions (Manager, teacher tutor, instrumental roles).
- Know the central collegiate bodies and their functions.
In terms of being able to apply knowledge and understanding [Dublin Descriptor No. 2]:
- Observe and identify the routines of educational action.
- Observe the learning environment about its structure and its educational-didactic potential.
- Observe the management methods teachers use in the classroom and the school.

In terms of independent judgment [Dublin Descriptor n. 3]:
- Know and analyse the learning contexts based on their educational value and influence on the students' activity and participation.
- Start the acquisition of awareness of the teacher's professional role and the skills that she must possess.
- Integrate the observations made in the learning context of the internship and the knowledge acquired in the academic path.
- Reflect on the functioning of the Italian school system and the school organisation in particular.
- Know the management methods of collegiate bodies and acquire their point of view on their educational value.

In terms of communication skills [Dublin Descriptor No. 4]:
- Observe the communication techniques used by teachers in the classroom.
- Intervene effectively in a conversation with the class teacher and pupils.
In terms of learning ability [Dublin Descriptor No. 5]:
- Observe the implementation of a didactic activity, grasping its essential elements and their educational function.
- Participate in a didactic intervention, observing the teacher's communication methods and methodological practices.

Educational objectives

TITLE OF THE COURSE
Children’s literature
TEACHING TARGETS
The main target of the course is to teach the Children’s literature in its different shapes and in its different literary genres in the light of the epistemic basements of the discipline.
Starting from the nineteenth century the course will particularly focus on specific genres such as: the romance, the tale and the poetry, to make the student able in choosing texts suitable for specific range of age and orient themselves in the editorial world, being able to distinguish the valuable products from the homologated ones.
A great importance will be given to the analysis and interpretation of some crossover texts ruled by the metamorphosis mechanism such as Pinocchio, Le Fiabe italiane by Calvino, Harry Potter, and some good illustrated book, it would led the student to understand that the classics are the end more than the beginning of the school paths.
Would be given notions for the interpretations of some main authors, classical and recent, for the primary school. The aim will be to guide the students till a confident orientation methods through the different genres (fairy tales, romances, short stories, poetries).

A great attention will be given to poetry for children his metric shapes and his rules. Will be examined both poetry (Pascoli, Gozzano, Scialoja, Vecchini, Quarenghi) and nursery rhymes (Rodari, Piumini, Bordiglioni, Tognolini), even with the aim of potentiate reading aloud and the recitation skills of the students. Through some interactive activities the students will analyze the illustrated books in their artistic- expressive potentialities, of the silent book and of some films and cartoon, learning to separate the characteristics of the texts and their way of being in different medias.

By the end the students will know the literature for children in its different genes and shapes [Dublin’s descriptor 1]; they will be able to use the different techniques of reading aloud, animation of the reading, of reading group’s leading and of projecting laboratories of reading and writing. [Dublin’s descriptor 2]; they will recognize the central rule of reading in the cognitive, social and emotional evolution of children; they will be able to evaluate literary texts both from the tradition and contemporaneity to built up path of learning adequate with the different ages, social contexts and didactics needing [Dublin’s descriptor 3]. They will be able to project activities of promotion of reading, based on different interests needing, and capacities of children. [Dublin’s descriptor 4]

Educational objectives

The teaching pursues the achievement of the following goals.
In terms of knowledge and understanding [Dublin Descriptor no. 1]:
• Know and understand the epistemological and methodological field of general education.
• Knowing the fundamental aspects of inclusive education with particular reference to full inclusion.
• Develop an organic knowledge of teaching, its theories, the implementation devices and the research methods it uses.
• Know the teachers’ skills to develop inclusive learning environments.
• Know the concept of "human functioning" elaborated by the World Health Organization.
• Know the most effective teaching strategies according to the perspective of Evidence Based Education.
• Know the tools for assesment and evaluation.

In terms of the ability to apply knowledge and understanding [Dublin Descriptor no. 2]:
• Apply the acquired knowledge to build inclusive contexts in kindergarten and primary school, with attention to affective-relational and cognitive aspects.
• Design, evaluate and document educational and teaching interventions with a view to continuous improvement of inclusive processes.
• Apply didactic-evaluative methods consistent with the normative indications of the Italian school and with the prospect of full inclusion.

In terms of independent judgment [Dublin descriptor no. 3]:
• Develop awareness of the ethical and formative responsibility connected to the exercise of the didactic function and the consequent duties towards the students, the families, the school in which it operates and the territory.
• Acquire skills aimed at evaluating educational-educational situations and actions on the basis of appropriate documentation for the taking of appropriate decisions.
• Knowing how to choose the fundamental methodologies for educational planning and the construction of evaluation tools.
• Develop awareness of the relationship between design, choice of teaching strategies and evaluation processes.

In terms of communication skills [Dublin Descriptor no. 4]:
• Develop communication skills with colleagues, students and families.

In terms of learning capacity [Dublin Descriptor no. 5]:
• Developing skills, attitudes and expertise in the field of nursery and primary school to respond adequately to the many different needs of students, in a dynamic perspective of training.
• Be able to observe the contexts in which we operate and be able to reflect critically on the dynamics that characterize them.

Educational objectives

The teaching pursues the achievement of the following goals.
In terms of knowledge and understanding [Dublin Descriptor no. 1]:
• Know and understand the epistemological and methodological field of general education.
• Knowing the fundamental aspects of inclusive education with particular reference to full inclusion.
• Develop an organic knowledge of teaching, its theories, the implementation devices and the research methods it uses.
• Know the teachers’ skills to develop inclusive learning environments.
• Know the concept of "human functioning" elaborated by the World Health Organization.
• Know the most effective teaching strategies according to the perspective of Evidence Based Education.
• Know the tools for assesment and evaluation.

In terms of the ability to apply knowledge and understanding [Dublin Descriptor no. 2]:
• Apply the acquired knowledge to build inclusive contexts in kindergarten and primary school, with attention to affective-relational and cognitive aspects.
• Design, evaluate and document educational and teaching interventions with a view to continuous improvement of inclusive processes.
• Apply didactic-evaluative methods consistent with the normative indications of the Italian school and with the prospect of full inclusion.

In terms of independent judgment [Dublin descriptor no. 3]:
• Develop awareness of the ethical and formative responsibility connected to the exercise of the didactic function and the consequent duties towards the students, the families, the school in which it operates and the territory.
• Acquire skills aimed at evaluating educational-educational situations and actions on the basis of appropriate documentation for the taking of appropriate decisions.
• Knowing how to choose the fundamental methodologies for educational planning and the construction of evaluation tools.
• Develop awareness of the relationship between design, choice of teaching strategies and evaluation processes.

In terms of communication skills [Dublin Descriptor no. 4]:
• Develop communication skills with colleagues, students and families.

In terms of learning capacity [Dublin Descriptor no. 5]:
• Developing skills, attitudes and expertise in the field of nursery and primary school to respond adequately to the many different needs of students, in a dynamic perspective of training.
• Be able to observe the contexts in which we operate and be able to reflect critically on the dynamics that characterize them.

Educational objectives

FORMATIVE OBJECTIVES
The teaching pursues the following objectives:

• Know and understand the fundamental aspects of inclusive education.
• Know the characteristics of the different specific learning disorders.
• Know the Italian regulatory framework for the right to study of students with specific learning disorders.
• Know how to organize teaching (observation, planning, evaluation) in relation to students with specific learning disorders.
• Know the difficulties encountered by students with specific learning disorders in the study.
• Know and understand the importance of promoting the study method as a "first compensatory measure" for students with specific learning disorders.
• Know the most relevant components of the study method.
• To be able to express their point of view on the scholastic inclusion of pupils with specific learning disorders based on data, experiences and scientific sources.
• Develop the skills to learn further ways to promote the study method in an inclusive perspective.
• To know the contribution of cognitive neuroscience to inclusive didactics for students with specific learning disorders.
• Understand the qualification contribution provided by music in inclusive didactics for students with specific learning disorders.

In terms of knowledge and understanding [Dublin Descriptor no. 1]
• To know and understand the epistemological dimension of the dialogue between general teaching and special teaching.
• Know the aspects related to the normative framework of reference for the right to study of students with specific learning disorders.
• Knowing the theories and aspects of inclusive education with particular reference to the full inclusion of students with specific learning disorders in kindergarten and primary school.
• Know the basic elements of teaching for specific learning disabilities in kindergartens and primary schools, in terms of designing the Personalized Learning Plans.
• Know methods and criteria for the assessment and assessment of students with specific learning disorders, taking into account the Italian legislation, ministerial indications and outcomes resulting from sector studies.
• To know the most effective teaching strategies for pupils with specific learning disorders attended the kindergarten and primary school, in the perspective of Evidence Based Education.
• Understand the importance of observing and identifying the signs of the risk of specific learning disabilities for the effectiveness of teaching intervention.
• Understand the importance of developing an educational and effective relationship in the classes attended by students with specific learning disorders.
• Know the skills that teachers need to develop to organize learning for specific learning disorders and to develop inclusive and effective learning environments.
• Know and understand the contribution of the International Classification of Functioning, Disability and Health-ICF for teaching aimed at students with specific learning disorders.

In terms of the ability to apply knowledge and understanding [Dublin Descriptor no. 2]
• To apply observation and evaluation procedures, also from an ICF perspective, for the identification of risk signals for specific learning disorders in pre-primary and primary school.
• Apply didactic modalities related to the use of compensatory tools and dispensative measures in favor of students with specific learning disorders.
• Develop Personalized Learning Plans for students with specific learning disorders.
• Design, evaluate and document educational itineraries aimed at students with specific learning disorders, with a view to continuous improvement of inclusive processes.
• Apply the acquired knowledge to develop the study method of students with specific learning disorders.
• Cure the documentation for the transition from kindergarten to primary school of students with specific learning disorders.
• Design educational paths for the development of the study method of students with specific learning disorders.

In terms of independent judgment [Dublin descriptor no. 3]
• Be aware of the teaching function, in terms of ethical and formative responsibility.
• Develop autonomy of judgment for the choice of educational-didactic itineraries aimed at students with specific learning disorders attending kindergarten and primary school.

In terms of communication skills [Dublin Descriptor no. 4]
• Knowing how to interact with awareness and competence in the dialogue between school, family and territory.
• Develop the ability to interact with pupils' parents with specific learning disorders in view of adequate design and educational re-design.
• Understand the importance of the use of verbal and non-verbal languages in the context of teaching for students with specific learning disorders.
• To develop the ability to interact with pupils' parents with specific learning disabilities, in view of adequate planning and educational re-planning.
• To create effective synergies between teachers with a view to the full inclusion of pupils with specific learning disorders.

In terms of learning capacity [Dublin Descriptor no. 5]
• Acquire knowledge and skills in teaching for specific learning disorders in kindergartens and primary schools.
• Develop expertise in the preparation of documents necessary for the observation, design and evaluation of pupils with specific learning disorders in kindergartens and primary schools.
• To respond concretely and effectively to the specific needs of students with specific learning disorders.
• Learning methods and practices of educational-didactic documentation relative to an adequate educational continuity between kindergarten and primary school.
• To learn how to observe the scholastic context in which it operates and to be able to reflect critically on the dynamics that characterize it, in order to remove obstacles to the activity and to the participation of students with specific learning disorders.

Educational objectives

Learning goals
The teaching pursues the achievement of the following goals.
In terms of knowledge and understanding [Dublin Descriptor no. 1]:

• Know and understand the epistemological and methodological field of special education.
• Know the fundamental aspects of inclusive education
• Know the teachers’ skills to develop inclusive learning environments
• Know the importance of dialogue and cooperation between multiple skills for inclusion of diversity
• Know the concept of "human functioning" elaborated by the World Health Organization and its application in the ICF classification
• Know the most effective teaching strategies according to the perspective of Evidence Based Education
• Know the tools for assessment and evaluation for the development of the potential of students with special educational needs

In terms of the ability to apply knowledge and understanding [Dublin Descriptor no. 2]:

• Apply the acquired knowledge to build inclusive contexts in kindergarten and primary school, with attention to affective-relational and cognitive aspects.
• Design individualized/personalized educational plans focused on cognitive, emotional and relational characteristics for students with special educational needs, with disabilities or with socio-economic-linguistic and cultural disadvantage.
• Apply didactic-evaluative methods consistent with the normative indications of the Italian school and with the prospect of full inclusion.

In terms of independent judgment [Dublin descriptor no. 3]:

• Develop awareness of the ethical and formative responsibility connected to the exercise of the didactic function and the consequent duties towards the students, the families, the school in which it operates and the territory.
• Acquire skills aimed at evaluating educational-educational situations and actions on the basis of appropriate documentation for the taking of appropriate decisions.
• Knowing how to choose the fundamental methodologies for educational planning and the construction of evaluation tools in the inclusive perspective
• Develop awareness of the relationship between design, choice of teaching strategies and evaluation processes.

In terms of communication skills [Dublin Descriptor no. 4]:

• Develop communication skills with colleagues, students and families.

In terms of learning capacity [Dublin Descriptor no. 5]:

• Developing skills, attitudes and expertise in the field of nursery and primary school to respond adequately to the many different needs of students, in a dynamic perspective of training.
• Be able to observe the contexts in which we operate and be able to reflect critically on the dynamics that characterize them.

Educational objectives

I) To know in depth the main pedagogical theories that have marked out the history of education and scholastic and educational institutions, with a special reference to the European and North American cultures, through the analysis of many documentary sources (cf. the Dublin Descriptor 1)
II) To be able to autonomously examine and expand to a number of areas and contexts the acquired knowledge, also through the application to special researches of the main hermeneutic theories (cf. the Dublin Descriptor 2)
III) To apply to a research area skills of making judgements and critically interpreting, applying the acquired knowledge in documentary, archival and bibliographic researches, and in writing compositions of different kinds (essays, PowerPoint presentations, etc.) on the main exponents of history of thought, literature and arts, significant on a historical and educational level, as well as on the main characteristics of scholastic education during the ages (cf. the Dublin Descriptor 3)
IV) To acquire communication skills of the outcomes deriving from the discussion and the comparison of the above-mentioned compositions in group, with experts in the field, and in the multimedia diffusion (cf. the Dublin Descriptor 4)
V) To be able to autonomously carry on the research activity, continuing one's studies and investigations, according to models of source analysis, and coherent and fitting hermeneutic points of view (cf. the Dublin Descriptor 5)

Educational objectives

1)Knowledge and ability to understand
The cursus aims to introduce future teachers to main topics and different languages of italian litterature, specially of XIX and XX centuries.
Knowledge of italian literature and the most important writers, genres and works with references to others literatures, art, music, theater, film; Pirandello's works, useful for the all literary genres.
Teachers have to build educational courses to introduce children to read and understand poetic and narratif texts.
2) Applying knowledge and understanding
The student must be able to autonomously build experiences useful for the transmission of the Knowledge and interpretation of italian literature. He will be able to self-assess his teaching and educational skills in the field of literature in full autonomy.
3) Making judgements
The analysis of texts is a fundamental tool for students to acquire the ability to read and interpret literary texts in poetry and prose; during the lessons will be analyzed different texts to develope student's critical judgment.
4)Ability to communicate:
Individual and group relations, written and oral, will be favored to develope the communication of the passion for reading and understanding of a literary text, , readings aloud, links to teaching methodologies
5) Lifelong learning skills
The passion for reading and understanding literary texts must become a permanent skill for adults, that must help them to develope critical skills.

1)Reading of narratif and poetic texts of the most important writers of italian literature of XIX and XX centuries.
2)Applying knowledge and understanding
The student must be able to autonomously build experiences useful for the transmission of the Knowledge and interpretation of italian literature. He will be able to self-assess his teaching and educational skills in the field of literature in full autonomy.
3) Making judgements
The analysis of texts is a fundamental tool for students to acquire the ability to read and interpret literary texts in poetry and prose; during the lessons will be analyzed different texts to develope student's critical judgment.
4)Ability to communicate:
Individual and group relations, written and oral, will be favored to develope the communication of the passion for reading and understanding of a literary text, , readings aloud, links to teaching methodologies
5)Lifelong learning skills
The passion for reading and understanding literary texts must become a permanent skill for adults, that must help them to develope critical skills.

Educational objectives

1) Knowledge and understanding:
The course includes critical readings of prose, poetic and theatrical texts chosen from the production of Italian main authors, especially from the 19th and 20th centuries, with attention to the plurality of languages and forms of expression, the different literary genres, and pedagogical and educational writings. The texts will be commented on a formal (stylistic, lexical, rhetorical etc.) and thematic point of view.
2) Applying knowledge and understanding:
Students will learn to create pathways within the Italian literary panorama for an educational use in nursery and primary school. The connection with other literatures and disciplines will be a key element of the educational courses.
3) Making judgements:
The analysis of texts is a fundamental tool for students to acquire the ability to read and interpret literary texts in poetry and prose; during the lessons different texts will be analyzed to develop student's critical judgment.
4) Communication skills:
To make students acquire the ability to communicate the content they have learnt and a passion for reading, will be favorited individual and group reports, written and oral, readings aloud, links to teaching methodologies.
5) Learning skills:
Reading and understanding literary texts will become lifelong skills for students, that will be able to help them to develop critical skills in any context.

Educational objectives

1)Knowledge and ability to understand
The cursus aims to introduce future teachers to main topics and different languages of italian litterature, specially of XIX and XX centuries.
Knowledge of italian literature and the most important writers, genres and works with references to others literatures, art, music, theater, film; Pirandello's works, useful for the all literary genres.
Teachers have to build educational courses to introduce children to read and understand poetic and narratif texts.
2) Applying knowledge and understanding
The student must be able to autonomously build experiences useful for the transmission of the Knowledge and interpretation of italian literature. He will be able to self-assess his teaching and educational skills in the field of literature in full autonomy.
3) Making judgements
The analysis of texts is a fundamental tool for students to acquire the ability to read and interpret literary texts in poetry and prose; during the lessons will be analyzed different texts to develope student's critical judgment.
4)Ability to communicate:
Individual and group relations, written and oral, will be favored to develope the communication of the passion for reading and understanding of a literary text, , readings aloud, links to teaching methodologies
5) Lifelong learning skills
The passion for reading and understanding literary texts must become a permanent skill for adults, that must help them to develope critical skills.

Educational objectives

The general objective of the course is to deepen the role of developmental psychology in promoting inclusive school contexts. The course is divided into four parts that are conceptually interconnected.

In the first part, the most relevant issues of educational and developmental psychology in school contexts will be discussed. The cognitive development, the social and moral development of the child will be deepened. Individual differences and specific learning needs will be outlined; self-esteem; parenting style and school adjustment; the role of culture and school in the social and emotional development of the child, fears and anxiety in early childhood; emotional regulation and aggressive behavior. Particular attention will be paid to the theme of learning, motivation, and learning contexts that promote the well-being of girls and boys.

In the second part of the course, developmental psychology and education in helping to achieve inclusion in schools will be explored. A guide to the use of the Index for inclusion will be offered - which over time has become a point of reference for activating inclusive education paths in many Italian schools - providing a series of tools and operational indications to adapt it to the specific school context of our country. . The following topics will be dealt with: a) psychology and pedagogy of inclusion: why differences in school are essential; use and abuse of difference as a category; an inclusive approach to differences concerning citizenship, gender, disability; b) school as an inclusive organization: diversity and inclusion; c) train teachers for inclusion; d) good practices with the Index: positive experiences in Italian schools; implement/support good practices and build a network for inclusion

In the third part of the course, we will present an approach to understanding and treating child and adolescent behavioral problems that goes far beyond the prevention of bullying. We will emphasizes two components of reducing bullying and aggression: the need to create a positive, caring environment and the need to develop children's social competence skills for engaging in healthy relationships. We will have a strong focus on prevention and early intervention. Finally, we will review the current literature related to improving the quality of learning and living experiences for children and adolescents

In the final part of the course, a laboratory will be set up which will provide for the activation of three distinct theoretical and practical activities: 1) participation in research projects in the field of developmental psychology and short presentations in a class by students; 2) presentations in a class by students of theoretical and practical insights on the issues of inclusion in school contexts; 3) the observation of the child in different age groups and the conduct of interviews with school-age children to understand how the thought regarding the themes of inclusion is articulated (for example the meaning attributed to the differences gender and/or the different dimensions of stereotypes and prejudices in the course of development).
Upon completion of the course, the student will understand the biological, physical, cognitive, emotional, linguistic changes in the different stages of development. It will also have deepened the role of teachers and teachers in promoting good practices for inclusion in diverse school contexts.
The skills acquired will concern a more remarkable ability to work with children in the proximal development zone by promoting prosocial skills, altruism, and self-esteem. The student will be stimulated to interact positively with the child's parents according to the different stages of development.
The transversal skills acquired will concern critical and judgment skills enhanced by participation in theoretical and practical laboratory activities. The observation of the context and the observation of the child in the different age groups and the conduct of interviews with school-age children will allow the student to empirically verify the psychological theories studied concerning the promotion of prosocial skills and inclusion scholastic.
Conducting interviews with school-age children and working in small groups to create short presentations in the classroom by the students will allow them to hone their skills in communicating what has been learned. Specifically, conducting interviews with children will enable the student to understand the skills necessary for effective and adequate communication according to the age and skills acquired, respect for the times of the child, the emotional climate in which communication happens, of the most common mistakes that can be made during an interview, of how the thinking of girls and boys regarding the issues of inclusion is articulated.
The fourth part of the course will stimulate the participation of students in research projects (critical analysis of bibliographic sources, administration of questionnaires, and data entry) in developmental psychology. The student will be able to continue their studies independently during their life and deepen developmental psychology issues for the inclusion that they will need to study.

Educational objectives

CORSE OBJECTIVES

A placement test will be administered during the first lesson. Additional content of the course will be chosen based on the test results and additional materials will be chosen.
The general aim of the course is to improve the current level of English of the students. The expected level of English of students is CEFR (Common European Framework of Reference for Languages) B1 or B2, in all four skills: reading, listening, writing, speaking.
The chosen course book will be the starting point for the course and it will be used as a means of consolidating students’ knowledge of grammar and vocabulary.

General objectives:
- Learn to understand the main ideas of complex texts on both concrete and abstract topics, including technical discussions in his/her field of specialization.
- Learn to interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.
- Learn to produce clear, detailed texts on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

Other potential objectives:
- Learn to understand a wide range of demanding, longer texts and recognise implicit meaning.
- Learn to express him/herself fluently and spontaneously without much obvious searching for expressions, in order to use language flexibly and effectively for social, academic and professional purposes.

Specific objectives:
Speaking Interaction and Production: speak fluently without searching for language; communicate effectively in social and professional situations; give ideas and opinions and related their ideas to those of other speakers; talk about complex subjects and develop arguments.
Listening: understand long complex speech; understand most television programmes and films.
Reading: understand long and complex factual and literary texts, with different styles; understand specialized articles and long technical instructions.
Writing: write long, clear, well-structured texts to express their points of view; write about complex subjects in a letter, an essay or a report; write in an appropriate style.

By the end of the course, students will have mastered grammar points and vocabulary at the CEFR B2/C1 level, will be able to understand factual every-day and literary texts containing grammar points and vocabulary at the level. In addition, students will have mastered the most frequent reading strategies (reading for gist, reading for detail, etc.)
The acquired skills will have improved the ability to face every-day situations in English. This will encourage students to interact in English with more confidence and consequently more easily.
The acquired soft skills will improve the ability to face unfamiliar texts and contexts, not only in English but also in their native language, as well as learning about English-speaking countries’ traditions and customs, by means of activities that stimulate cognitive processes and texts on English-speaking countries’ customs and traditions.
In-class activities and exercises, carried out in small groups, will help students to express themselves with ease; small-group work will have the aim to develop the feeling of group belonging, sharing, ability to negotiate and resolve conflicts, socialize and actively participate.
Thanks to the participation in the in-class activities and exercises (such as, discussions on different topics in small groups, grammar and vocabulary exercises, text comprehension, role plays, etc.) students will be motivated to continue studying English, thus being enabled for lifelong learning.

Educational objectives

General skills
The main goals of this course are for students: 1) to understand basics on cellular organization and functioning; 2) to understand the organization of tissues and organs in the human body; 3) to recognize the major anatomical features of vertebrate and invertebrate animals; 4) to understand the functioning of the human body (digestion, respiration, movement, reproduction, sensory perceptions) and make comparisons with the same functions in animals; 5) to understand the transformations occurred over time as a result of biological evolution.
.

Specific skills

A) Knowledge and understanding
- knowing basics on cellular organization and functioning
- Understanding the physical and biological characteristics of the most common vertebrate and invertebrate animals, capturing similarities and differences and applying different classification criteria;
-Understanding the structure-function relationship and the animal diversity as an adaptation to the natural environment
- Understanding the evolutionary dynamics underlying the transformations over time of the species
- Knowing the main functions of the human body and be able to compare them in man and animals
-

B) Applying knowledge and understanding
- be able of using what has been learned to stimulate children's curiosity of the different age about the functioning of animal and human body
- be able to observe and recognize animals in their natural environment and to manipulate them safely for observations in classroom
- knowing how to tell biological evolution to children
- be able to apply knowledge to educate children about health and respect for their own body.

C) Making judgements
- be able to compare books and other materials in order to select appropriate resources for learning biology

D) Communication skills
- be able to communicate the knowledge acquired through the design of simple teaching units

E) Learning skills
- be able to develop learning strategies that stimulate the curiosity of children on the animal biology
- using knowledge on the human body functioning to develop topics related to health education for children

Educational objectives

General skills The main goals of this course are for students: 1) to understand basics on cellular organization and functioning; 2) to understand the
organization of tissues and organs in the human body; 3) to recognize the major anatomical features of vertebrate and invertebrate animals; 4) to understand
the functioning of the human body (digestion, respiration, movement, reproduction, sensory perceptions) and make comparisons with the same functions in
animals; 5) to understand the transformations occurred over time as a result of biological evolution. . Specific skills A) Knowledge and understanding -
knowing basics on cellular organization and functioning - Understanding the physical and biological characteristics of the most common vertebrate and
invertebrate animals, capturing similarities and differences and applying different classification criteria; -Understanding the structure-function relationship and
the animal diversity as an adaptation to the natural environment - Understanding the evolutionary dynamics underlying the transformations over time of the
species - Knowing the main functions of the human body and be able to compare them in man and animals - B) Applying knowledge and understanding - be
able of using what has been learned to stimulate children's curiosity of the different age about the functioning of animal and human body - be able to observe
and recognize animals in their natural environment and to manipulate them safely for observations in classroom - knowing how to tell biological evolution to
children - be able to apply knowledge to educate children about health and respect for their own body. C) Making judgements - be able to compare books
and other materials in order to select appropriate resources for learning biology D) Communication skills - be able to communicate the knowledge acquired
through the design of simple teaching units E) Learning skills - be able to develop learning strategies that stimulate the curiosity of children on the animal
biology - using knowledge on the human body functioning to develop topics related to health education for children

Educational objectives

General skills The main goals of this course are for students: 1) to understand basics on cellular organization and functioning; 2) to understand the
organization of tissues and organs in the human body; 3) to recognize the major anatomical features of vertebrate and invertebrate animals; 4) to understand
the functioning of the human body (digestion, respiration, movement, reproduction, sensory perceptions) and make comparisons with the same functions in
animals; 5) to understand the transformations occurred over time as a result of biological evolution. . Specific skills A) Knowledge and understanding -
knowing basics on cellular organization and functioning - Understanding the physical and biological characteristics of the most common vertebrate and
invertebrate animals, capturing similarities and differences and applying different classification criteria; -Understanding the structure-function relationship and
the animal diversity as an adaptation to the natural environment - Understanding the evolutionary dynamics underlying the transformations over time of the
species - Knowing the main functions of the human body and be able to compare them in man and animals - B) Applying knowledge and understanding - be
able of using what has been learned to stimulate children's curiosity of the different age about the functioning of animal and human body - be able to observe
and recognize animals in their natural environment and to manipulate them safely for observations in classroom - knowing how to tell biological evolution to
children - be able to apply knowledge to educate children about health and respect for their own body. C) Making judgements - be able to compare books
and other materials in order to select appropriate resources for learning biology D) Communication skills - be able to communicate the knowledge acquired
through the design of simple teaching units E) Learning skills - be able to develop learning strategies that stimulate the curiosity of children on the animal
biology - using knowledge on the human body functioning to develop topics related to health education for children

Educational objectives

The general goal of the second year of internship is to examine in depth, through observation and independent action, scholastic organisation and learning contexts.
At the end of the second year of internship, the student will know the key elements of a sequence teaching-learning, understanding the essential role played by learning environment, educational strategies, class spirit, relationships and communication teachers-children/pupils, children-children, pupils-pupils, learning check modalities (Knowledge and understanding).
The acquired skills will be about the ability of understanding the important aspect of educational planning, and of autonomously planning and realizing educational interventions in class/section characterized by a level of considerable complexity.
Through communication with tutors and educational activity personally carried out, the student will be able to work as a team in planning educational interventions fitting to children and pupils according to their ages, skills and needs, and respecting their developmental times and emotional situations (Applying knowledge and understanding).
The cross skills acquired through a direct observation of the scholastic context and the independent action in class/section will be about the strengthening of the ability to reflect on activities carried out by tutors and on one's educational intervention, evaluating and judging criteria of effectiveness of educational interventions (Making judgements).
Through internship activity, the student will acquire further skills in written and oral communication calibrated on the specific kind of audience: children and their families. The student will strengthen the skill to communicate and exchange pieces of information with his/her colleagues and with his/her tutor (Communication skills).
Thanks to the direct observation of a scholastic context and the personal educational activity, the student will be able to autonomously continue his/her study, integrating and increasing what learned in the study course (Learning skills).

Educational objectives

Skills to be acquired
Students should know the history of child neuropsychiatry, have knowledge of the epidemiology and of the etiopathogenesis of the main developmental neuropsychiatric diseases, be able to discuss the symptoms and the evolution of disturbances in different age groups. They should acquire skills for the diagnosis of developmental neuropsychiatric disorders and for the methodological bases for its preventive and clinical, diagnostic and psychotherapeutic interventions.

Learning outcomes
Students completing the course will learn about the main stages of typical neuro-psycho-motor development of the child and will have the tools to perform a nosographic framework in Child Neuropsychiatry in order to use it in the clinical practice. They will be able to identify the neurological and psychological consequences of developmental neuropsychiatric disorders and to recognize the alterations of the neurobehavioral development.
Students will have the tools to implement a clinical evaluation and a psychological intervention in the major neuropsychiatric disorders of childhood.

Educational objectives

Skills to be acquired
Students should know the history of child neuropsychiatry, have knowledge of the epidemiology and of the etiopathogenesis of the main developmental neuropsychiatric diseases, be able to discuss the symptoms and the evolution of disturbances in different age groups. They should acquire skills for the diagnosis of developmental neuropsychiatric disorders and for the methodological bases for its preventive and clinical, diagnostic and psychotherapeutic interventions.

Learning outcomes
Students completing the course will learn about the main stages of typical neuro-psycho-motor development of the child and will have the tools to perform a nosographic framework in Child Neuropsychiatry in order to use it in the clinical practice. They will be able to identify the neurological and psychological consequences of developmental neuropsychiatric disorders and to recognize the alterations of the neurobehavioral development.
Students will have the tools to implement a clinical evaluation and a psychological intervention in the major neuropsychiatric disorders of childhood.

Educational objectives

Skills to be acquired
Students should know the history of child neuropsychiatry, have knowledge of the epidemiology and of the etiopathogenesis of the main developmental neuropsychiatric diseases, be able to discuss the symptoms and the evolution of disturbances in different age groups. They should acquire skills for the diagnosis of developmental neuropsychiatric disorders and for the methodological bases for its preventive and clinical, diagnostic and psychotherapeutic interventions.

Learning outcomes
Students completing the course will learn about the main stages of typical neuro-psycho-motor development of the child and will have the tools to perform a nosographic framework in Child Neuropsychiatry in order to use it in the clinical practice. They will be able to identify the neurological and psychological consequences of developmental neuropsychiatric disorders and to recognize the alterations of the neurobehavioral development.
Students will have the tools to implement a clinical evaluation and a psychological intervention in the major neuropsychiatric disorders of childhood.

Educational objectives

- Knowledge and Understanding

Mastering the knowledge related to the study field of intercultural pedagogy and to its educational issues, taking into account learning science. Knowing and understanding the psychological, cognitive, and emotional mechanisms at the base of prejudice and stereotype in heterogeneous contexts characterised by various differences (ethnicity, gender, sexual orientation, age, skills, etc.). Knowing and understanding the stages of prejudice and stereotype acquisition in developmental age. Knowing and understanding the main experimented strategies of reduction of prejudice and stereotype, in order to apply them in educational contexts, especially in primary and pre-primary school (age 3-6 and 6-11).

- Applying Knowledge and Understanding

Being able to create, plan, and evaluate educational interventions, taking into account the contextual elements of a situation (history, policy, culture, society, economics) from an interdisciplinary standpoint. Being able to apply strategies of prejudice reduction learned in different educational contexts, with a special attention to in primary and pre-primary school, promoting activities that foster empathic attitudes and processes of inclusion and integration.

- Making Judgements

Being able to independently reflect on issues and concepts of pedagogy and education of intercultural didactics. Being able to independently reflect on diversities applying a scientific method and critical and self-critical skills, collecting data and information from reliable sources, and using them in a logic way.

- Communication Skills

Being able to communicate pieces of information, ideas, problems, and solutions to different interlocutors (experts, colleagues, users). Being able to work in groups, even in heterogeneous contexts, and to put in place mediation and negotiation processes in situations of conflict between operators and users.

- Learning Skills

Being able to make researches and in-depth analyses about intercultural pedagogy, in order to pursue in an independent way a further education and self-training during one's life and career.

Activities contributing to the development of these skills and abilities are: writing of a reflection diary during the whole course; group works; workshop activities mainly dedicated to primary and pre-primary school; simulations and role plays; interventions of experts.

Educational objectives

In consistency with the educational purposes of the whole teaching course, aim of the teaching unit is to give students a basic knowledge and comprehension skills in the field of Roman history, with the help of advanced textbooks. Moreover, it will make the student able to apply the acquired knowledge in an expert and reflective way, making autonomous judgments, communicating ideas, problems and reflections in a clear and correct way, and developing the knowledge required to teach in the primary school.

Educational objectives

In consistency with the educational purposes of the whole teaching course, aim of the teaching unit is to give students a basic knowledge and comprehension skills in the field of Roman history, with the help of advanced textbooks. Moreover, it will make the student able to apply the acquired knowledge in an expert and reflective way, making autonomous judgments, communicating ideas, problems and reflections in a clear and correct way, and developing the knowledge required to teach in the primary school.

Educational objectives

In consistency with the educational purposes of the whole teaching course, aim of the teaching unit is to give students a basic knowledge and comprehension skills in the field of greek hisoty, with the help of advanced textbooks. Moreover, it will make the student able to apply the acquired knowledge in an expert and reflective way, making autonomous judgments, communicating ideas, problems and reflections in a clear and correct way, and developing the knowledge required to transmit it to the students of the primary school.

Educational objectives

The cursus aims to provide future teachers with the training necessary to stimulate the child to understand the musical repertoire of the past and of the present.
Through practical approach (in listening to musical examples and
in decoding structures, meanings and messages inherent selected musical works),
the course aims to provide the future teacher the training to stimulate understanding and interpretation of the music, in order to promote the development
of musicality in the students

Educational objectives

The cursus aims to provide future teachers with the training necessary to stimulate the child to understand the musical repertoire of the past and of the present.

Educational objectives

Through practical approach (in listening to musical examples and
in decoding structures, meanings and messages inherent selected musical works),
the course aims to provide the future teacher the training to stimulate understanding and interpretation of the music, in order to promote the development
of musicality in the students

Educational objectives

The course is designed to facilitate students to develop with practical exercises of listening, speaking, reading, writing according to the European linguistic framework, the (self) learning of the scientific language and aims at:
- Gaining knowledge, skills, communication skills at basic (pre- intermediate) level A1-A2 in English.
- Gaining the operational technical terminology in the medical-scientific language to be used in the professional context
- Expanding the lexicon in the health sector, elaborate technical glossaries, texts and reports, oral and written presentations, and correspondence.
- Approaching basic scientific texts for: reading, comprehension and oral presentation, preparing research on scientific topics, knowing how to orientate on the internet and learning, being aware that it is essential to develop the habit of reading and the importance of the role of scientific literature for cultural and professional updating.
- Reinforce grammatical linguistic structures.
- Stimulate and improve oral communication skills, reading, writing and listening with attention to spelling and especially to pronunciation.
- To know through practical exercises and theoretical elements of interpersonal and professional communication of Public Speaking.
- Develop teamwork skills to improve in public speaking

Educational objectives

The objectives are to: provide basic knowledge of botany in order to understand plant structure and
functioning; provide basic elements to recognize the key feature of major plant groups of the Italian
flora, focusing on the most common wild species and on species that compose the urban flora;
understand the importance of plants in human life, focusing on their role in feeding; provide the
know-how to carry out educational laboratory activities to be implemented in the classroom and in
the field (school gardens and botanical gardens). Upon completion of the course, students will be
able to have independent judgment, communicative skills and learning ability concerning: the
concept of plant organism and the relationship between structure and function, the plant species
identification by the use of analytical keys and interactive apps, the role of plants in human nutrition,
practical lab activity planning. Development of basic ecological and geological skills, aimed at the study of complex realities, in
order to quantitatively analyze natural ecological systems, agroecosystems and urban systems by
integrating knowledge of mathematics, physics, chemistry and biology. This not only with the
objective of acquiring a thorough basic theoretical knowledge, but also for application in the context
of the environmental reality that is affected by anthropogenic changes, through a rigorous
quantitative analysis of environmental problems at national and global scale.
At the end of the course, the student will acquire making judgments, communication skills and
understanding in relation to the concept of ecosystem and the relationship between structure and
function, the complexity of the ecological processes and the analysis and monitoring of the main
interactions between the physic and biotic component of terrestrial and aquatic ecosystems. These
skills will be acquired also by means of laboratory and field activities.

Educational objectives

Development of basic ecological skills, to study complex systems to analyze natural and urban ecosystems, by integrating knowledge of mathematics, physics, chemistry, and biology. The general aim is to get the basic theoretical knowledge, but also the capacity to apply the notions acquired in the current environmental context that is affected by anthropogenic changes, through a rigorous quantitative analysis of environmental problems at the national and global scale.
At the end of the course, the student will acquire a critical point of view on ecological issues, communication skills, and understanding concerning the concept of an ecosystem and the relationship between structure and function, the complexity of ecological processes and the analysis and monitoring of the main interactions between physic and the biotic component of terrestrial and aquatic ecosystems. These skills will be achieved through laboratory and field activities.

Educational objectives

Course Objective
Provide basic knowledge of plant biology to understand the organization and functioning of plants, the mechanisms underlying plant nutrition and assimilation, the evolutionary importance of the flower, the plant response to environmental stress factors, the importance of plants for society especially for their role in improving the environmental quality. At the end of the course, the student will acquire independent judgment, communicative ability and learning ability with reference to the concept of plant organism, the structure / function relationship of plant organs, and the plant capacity to reproduce and persist, respond to stress factors and to provide environmental benefits to society.
Applying knowledge and understanding
- Knowing how to use specific terminology.
- Knowing how to identify the measurement methodologies according to the specific objectives to be achieved in the field of plant ecology.
- Knowing how to recognize the structural and morphological characteristics of plant organs
- Knowing how to analyse the root, stem, and leaf functioning
Making judgements
- Acquire critical judgment on the plant functioning also in relationship to its development environment
- Acquire analytical skills for the deepening and applicability of the knowledge learned
Communication skills
Knowing how to communicate during the oral exam clearly and fluently the learned concepts
Learning skills
- To learn the specific terminology
- To Logically connect the acquired knowledge
- To identify the most relevant topics of the subjects covered

Educational objectives

The students of Scienze della formazione primaria, although mostly formed to pedagogy, will have to teach also physics during their work. It is therefore necessary to provide them the fundaments of physics. The level required is intermediate, comparable to high school, but on a selected subsample of topics, easier from the didactical point of view. It is though equally important that future teachers are given the tools to teach physics: first, the enthusiasm for physics processes and their experimental investigation; next the ability to implement simple experiments that can be realised even in absence of a laboratory and in shortness of resources. Rather than the experiment that we will be able to show them, it is important that the future teachers will acquire the skill to learn new ones, knowing where and how to look for them and with the physics fundamentals to understand and explain them.

Educational objectives

The course aims to provide students with essential tools to discuss oscillations, waves and celestial
phenomena. Everyday life examples will be taken as starting point for simple experiments. Students
will develop the ability to interpret natural phenomena through systematic observations and will learn
to make use of models and hypotheses. They will be trained to adopt appropriate tools (like videos,
simulations etc.) for learning and teaching, to the procurement of teaching materials and to the
preparation of teaching units and evaluation procedures.

Educational objectives

The students of Scienze della formazione primaria, although mostly formed to pedagogy, will have to teach also physics during their work. It is therefore necessary to provide them the fundaments of physics. The level required is intermediate, comparable to high school, but on a selected subsample of topics, easier from the didactical point of view. It is though equally important that future teachers are given the tools to teach physics: first, the enthusiasm for physics processes and their experimental investigation; next the ability to implement simple experiments that can be realised even in absence of a laboratory and in shortness of resources. Rather than the experiment that we will be able to show them, it is important that the future teachers will acquire the skill to learn new ones, knowing where and how to look for them and with the physics fundamentals to understand and explain them.

Educational objectives

The general goal of the fourth year of internship is to promote a full development of professional awareness, along to the intern's reflective and auto-evaluation skill.
At the end of the fourth year of internship, the student will know the main aspects of interdisciplinary educational planning, the proper tools of investigation, and the evaluation plans of action perspicuous compared to the various educational choices.
The acquired skills will be about the ability of choosing and applying the educational plans of action in line with the school vertical curriculum and PTOF, of documenting and evaluating the educational interventions, of activating processes of collective and individual rehabilitation, of evaluating the interventions' efficacy.
Cross skills acquired through observation, planning, realisation, documentation, and evaluation of educational courses shared with the tutors will be about the strengthening of ability of being independent in solving problems and of reflecting on conditions of efficacy of the educational activities.
Through observation, interaction with the tutors, and the activities carried out autonomously, the student will improve his/her ability of working in a team as a member of a community of practice able to construct knowledge.
Thanks to observation, shared planning, and personal interventions, the student will improve his/her ability of autonomously continuing the studies carried out at the university, being able to integrate and expand his/her knowledge and skills learned in addition to the course of study.

Educational objectives

The course aims to present the main theories and operational dimensions of evaluation with particular reference to their application to pre-primary and primary school educational contexts. The reflection takes place in a historical-cultural dimension concerning educational research and the training of teachers to introduce the themes and general problems of the subject on a dual theoretical and methodological level. Starting from an introduction to the theory of evaluation, the dimensions underlying the evaluation processes will be explored, and the different evaluation models will be described through the presentation of different tools that can be used in the reference training contexts, thus deepening the relationship between theory and practice. In particular, useful approaches and methodologies will be presented for planning, designing and implementing effective evaluation interventions in kindergarten and primary school with specific reference to observation and documentation techniques aimed at evaluation. Through case studies, experiences of assessment of training actions will be critically analysed, and the use of the tools in context will be exemplified. Once the course has been completed, students will have acquired knowledge relating to the main themes of the theory and practice of evaluation, orienting themselves in the framework of approaches to assessment and the choice of the most appropriate tools in the educational context of kindergarten and primary school. They will have acquired knowledge of evaluation theories and models by mastering the elements necessary to design adequate evaluation interventions.
Male and female students will have a basic knowledge of the principles of evaluation processes that can be used in the reference contexts and of the central elements for evaluating both learning and the quality of these contexts. They will also have developed the ability to observe and document the aspects of practices and performances that are important for evaluation purposes (Knowledge and understanding - knowledge and understanding). Furthermore, attending the course will allow students to plan, design and implement effective evaluation interventions in kindergarten and primary school contexts. They will also be able to apply the acquired knowledge and materialize their understanding in constructing and organising an educational evaluation capable of accounting for the effectiveness of the activities carried out. The teachers' interpretation of the strategies implemented was also shared with the group of colleagues and the pupils' families (Ability to apply knowledge and understanding - applying knowledge and understanding). The autonomy of judgment achieved by the students at the end of the course will result in the propensity to be able to collect, interpret and reflect on problems and data relating to the field of study of theory and the practice of evaluation, demonstrating a scientific attitude and critical and self-critical skills. Specifically, at the end of the course, they will be able to assume a critical attitude towards the choices of evaluation methods and tools in the context of kindergarten and primary school (Autonomy of judgment - making judgments). The study, reflection and presentation activities and analysis tools will support students in the acquisition of the specialist technical language of valuation theory. At the end of the course, the students will have refined their ability to express themselves, taking into account the recipient. They will also have improved their ability to express themselves in writing and draw up documentation, observation reports, and rubrics for activities and evaluation plans (Communication skills - communication skills). All the activities carried out during the course will converge in the general improvement of the ability to learn, which in this case takes the form not only of the ability to read texts and documents specific to the evaluation autonomously but also of knowing how to collect, interpret and reflect on problems and data relating to the field of study, demonstrating a scientific attitude and critical and self-critical skills (learning skills).

Educational objectives

The cursus aims to provide conceptual tools and essential data to study european societies in modern age.

Educational objectives

Cursus aims to provide the knowledge of XX century main events and critical tools to understand our age.

Educational objectives

The cursus aims to provide conceptual tools and essential data to study european societies in modern age.

Educational objectives

Inglese: The Course aims a) to enable participants to acquire knowledge of the meaning and role played by movement (as well as play and sport) at different
ages of human life, and in different stages of life and of wellbeing/ill-being, with particular emphasis on the methods and educational techniques used with
the young (children and teenagers), using an approach to training the person which is above all holistic (Dublin Descriptor 1: Knowledge and understanding);
b) to develop methodological and educational skills for establishing and supervising physical and pre-sport activities for children and teenagers which focus
around play and creativity. A number of objectives are to be reached in this case, and involve referring to physical and motor development, as well as
development of a cognitive nature and affecting life skills (Dublin Descriptor 2: Ability to apply knowledge and understanding, Dublin Descriptor 3: Judgment
Capabilities and Dublin Descriptor 4: Communication skills) ; c) a third aspect involves providing the instruments needed to include and enhance diversity
(Dublin Descriptor 5: Learning Capabilities).

Educational objectives

Inglese: The Course aims a) to enable participants to acquire knowledge of the meaning and role played by movement (as well as play and sport) at different ages of human life, and in different stages of life and of wellbeing/ill-being, with particular emphasis on the methods and educational techniques used with the young (children and teenagers), using an approach to training the person which is above all holistic (Dublin Descriptor 1: Knowledge and understanding); b) to develop methodological and educational skills for establishing and supervising physical and pre-sport activities for children and teenagers which focus around play and creativity. A number of objectives are to be reached in this case, and involve referring to physical and motor development, as well as development of a cognitive nature and affecting life skills (Dublin Descriptor 2: Ability to apply knowledge and understanding, Dublin Descriptor 3: Judgment Capabilities and Dublin Descriptor 4: Communication skills) ; c) a third aspect involves providing the instruments needed to include and enhance diversity (Dublin Descriptor 5: Learning Capabilities).

Educational objectives

Inglese: The Course aims a) to enable participants to acquire knowledge of the meaning and role played by movement (as well as play and sport) at different ages of human life, and in different stages of life and of wellbeing/ill-being, with particular emphasis on the methods and educational techniques used with the young (children and teenagers), using an approach to training the person which is above all holistic (Dublin Descriptor 1: Knowledge and understanding); b) to develop methodological and educational skills for establishing and supervising physical and pre-sport activities for children and teenagers which focus around play and creativity. A number of objectives are to be reached in this case, and involve referring to physical and motor development, as well as development of a cognitive nature and affecting life skills (Dublin Descriptor 2: Ability to apply knowledge and understanding, Dublin Descriptor 3: Judgment Capabilities and Dublin Descriptor 4: Communication skills) ; c) a third aspect involves providing the instruments needed to include and enhance diversity (Dublin Descriptor 5: Learning Capabilities).

Educational objectives

The student can explore topics of his interest even if not strictly related to the field of training

Educational objectives

Course's main goal is to supply knowledge about the main concepts of hygiene, inspiring the skills of understanding the sanitary education and prevention concepts, so to make the student able to apply them to promote and maintain health in future professional contexts.
At the end of the course, the student will be able to:
• know and understand problems related to global health and the main socio-sanitary, demographic, and health indicators;
• know and hinder some threats to public and individual health, especially those connected to vaccines, obesity, and posture;
• know and understand the interventions to promote health and prevention culture, especially in nursery and primary school contexts;
• plan and realize educational actions and interventions aimed at promoting health and prevention culture in scholastic contexts;
• analyse, autonomously, critically and with scientific proficiency, data and issues related to health protection;
• autonomously undertake research courses on issues connected to health and present the results.

Educational objectives

The course is thought to help students develop (self-)learning of medical-scientific technical terminology through practical exercises of listening, speaking, reading, and writing according to the Common European Framework of Reference for Languages, and it is aimed at:
- strengthening knowledge, skills and communication abilities at a pre-intermediate level ( A2-B1) in English;
- expanding and mastering one's scientific technical terminology to be used in a professional context;
- further expanding and mastering one's lexicon in the education area, creating technical glossaries, texts and reports, oral and written presentations, mail;
- mastering basic educational texts for reading, understanding and orally presentation, preparing researches on educational themes, surfing on the net, realizing that it is necessary to develop a habit to reading and to understand the importance of scientific literature role for a cultural and professional update;
- strengthening grammatical structures;
- stimulating and improving the oral, reading, writing, and listening communication skills, with a special attention to spelling and pronunciation;
- learning through theoretical and practical exercises elements of interpersonal and professional communication, and of Public Speaking;
- developing skills in team working to improve in Public Speaking.

Educational objectives

: The objective of this course is that the students learn a method to read critically the psychological and pedagogical literature so that they continue to inform and form themselves for the entire duration of their career.
For this reason the specific aims of the course are the following:
To understand and critically discuss research articles, reading in English.
Perform exercises to broaden specific terminology
To classify a text based on its genre, goals, and characteristics.
To recognize, in a research article, the methodological elements used by To interpret and critically evaluate the value of the reading
to perform researches on databanks in English (online and on printed journals).
To communicate in English (oral or written) with the correct register for scientific communications with kids, colleagues.
To prepare a lesson to teach English for children
The learner is able to understand speeches of a certain length and to follow even intermediate level arguments even not familiar

Educational objectives

The general goal of the fourth year of internship is to promote a full development of professional awareness, along to the intern's reflective and auto-evaluation skill.
At the end of the fourth year of internship, the student will know the main aspects of interdisciplinary educational planning, the proper tools of investigation, and the evaluation plans of action perspicuous compared to the various educational choices.
The acquired skills will be about the ability of choosing and applying the educational plans of action in line with the school vertical curriculum and PTOF, of documenting and evaluating the educational interventions, of activating processes of collective and individual rehabilitation, of evaluating the interventions' efficacy.
Cross skills acquired through observation, planning, realisation, documentation, and evaluation of educational courses shared with the tutors will be about the strengthening of ability of being independent in solving problems and of reflecting on conditions of efficacy of the educational activities.
Through observation, interaction with the tutors, and the activities carried out autonomously, the student will improve his/her ability of working in a team as a member of a community of practice able to construct knowledge.
Thanks to observation, shared planning, and personal interventions, the student will improve his/her ability of autonomously continuing the studies carried out at the university, being able to integrate and expand his/her knowledge and skills learned in addition to the course of study.

Educational objectives

The final test of the Single Cycle Degree in Sciences of Primary Education allows teaching in nursery and primary school, and consists of thesis defence and final internship report. At the end of the test, the student will:
- know and master tools and methods needed to prepare a documentary, theoretical, historical, empirical, or experimental research path on pedagogical, educational, and didactic themes;
- be skilled in documenting his/her professional experience taking into account the adequately reported internship. Such a skill implies the ability of mastering a textual typology peculiar of educational professional writings.