Education and Training Science

The course aims to introduce to the general themes and problems of the subject from its epistemological status, examining in particular the relationship of didactics with other educational sciences and the need to educate for democratic didactics from the perspective of the Universal Design forLlearning (UDL), aimed at everyone and everyone. Starting from a brief historical introduction of the discipline will examine the main problems of didactic research in its different contexts and study the relationship between theory and practice (5 hours). In particular, theories and methodologies that are useful for planning, designing, and implementing effective educational interventions in different educational contexts, with a specific focus on early childhood services (nurseries, toy libraries, etc.) and those that require the intervention of educators (family homes, child care centers, etc.) (15 hours). The course will present the different professions that can carry out in the educational field about othercontexts, recipients, and purposes. Specific meetings on the skills and knowledge required of professionals working in different educational contexts and with different audiences with the participation of professionals in the field through direct testimony (about 20 hours). The different themes of the course will be addressed both from a theoretical point of view, through reading and critical reflection on some texts and current issues in education, and from a practical point of view, through laboratory activities and individual and group activities. Part of the course will include a workshop (12 hours) that will focus on reading in the 0-3 range

None

The following texts are in the examination paper. Freire, P. (2004). Pedagogia dell'autonomia. Saperi necessari per la pratica educativa. Torino, Edizioni Gruppo Abele Lucisano, P., Salerni, A., Sposetti, P. (a cura di) (2013). Didattica e conoscenza, Carocci, Roma, 2013. (only some chapters) Salerni, A., Szpunar, G. (2019). Il professionista dell'educazione tra teoria e pratica, Edizioni Junior, Reggio Emilia. Salerni, A., Di Genova, N., Manniello, A. (2024). L'esperienza ORA Orientare, Raccontare, Ascoltare.L’orientamento alle professioni educative con la Human Library, Lecce, Pensa Multimedia. For the workshop, Techniques for reading aloud 27 suggestions for the 0-6 age group, by Federico Batini and Simone Giusti Resource available at the following link https://series.francoangeli.it/index.php/oa/catalog/book/618 Students who are attending should select a picture book from the suggested options. THE BIBLIOGRAPHY MAY BE UPDATED AS THE COURSE PROGRESSES

During the course, there will be a combination of teaching methods: traditional frontal lectures dedicated to the presentation of concepts and theoretical models and functional to the study of the texts in the program; seminars; exercises; and group work. At the same time, students will have to prepare short lectures on the course topics that they will give in the classroom; students who do not present talks will prepare questions on the topics covered in the lessons. Specifically, to facilitate the achievement of the academic objectives and the expected learning outcomes in terms of knowledge, the following methods will be used: frontal and participatory lessons; presentation of texts and preparation of questions; organization of seminars with researchers. To facilitate the achievement of the expected learning objectives and the expected competencies and skills does not appear to be modifying the subject the following methods.: group exercises aimed at realizing educational interventions; simulations of cases to be faced in different work contexts; organization of seminars with experts in the academic field. The different modes of development are in strong integration and provide moments of connections between the various themes in the form of question position. The course employs a combination of teaching methods. As well as traditional lectures, the study envisages individual activities, pair work, group work, simulations, role-play, and self-directed learning in the classroom

Attendance at the course is not compulsory but strongly recommended, especially for the 12 hours of laboratory activity. The program includes several moments of discussion, co-design, and group work. The schedule for non-attended students remains unchanged.

The examination mode is mixed and depends on attendance. Will write the examination mode for non-attending students. Attendees may choose between written and oral examinations. The written test covers the topics of the course and consists of questions with closed stimulus and open response (5) related to the recommended textbooks. The duration of the test is 1 hour. The written test aims at measuring the students' knowledge of the most relevant contents of the course and their ability to present their arguments clearly and coherently and analyze the criticality and problematic nature of the questions posed. For students attending the final assessment will be based on the following criteria: (a) attendance of lectures and active participation in classes; b) evaluation of the activities carried out during the course through the use of the Moodle platform that allows to collection papers, writings, verify participation in forums, the performance of tasks a formative assessment that will consider in the final evaluation portfolio (grade in the thirties for those who have done and participated successfully in all the activities proposed online) c) an oral interview on the topics covered in class and the study texts. Honors will be awarded to students who demonstrate an excellent knowledge of all the topics presented in the course and the ability to make connections between the various disciplines of the course of study.

Further texts and in-depth readings will be suggested in relation to the various topics covered in the course also on the basis of the specific interests of the students On the moodle page of the course, mainly addressed to attending students, there is a space for in-depth study and discussion on some course topics.

The training activity foresees the active involvement of the students with the alternation of moments of frontal lessons, group work, laboratory activities, simulations in presence and online on moodle, presentations of activities and readings. Specifically, the aim is to facilitate the connection between formal study and practical activities.