The course will address the theme of reflective thought, as the keystone of the educational and training challenges of modernity. The analysis will be carried out both from the point of view of the theoretical foundations that the possible methodological dimensions and particularly operative.In will deepen the question of the formation of reflective thinking of the teachers, in the perspective of lifelong learning.It will also address, in the light of same theme, the problem of the training model of the kindergarten, deputy childhood education intellectual, in the light of the best Italian pedagogical tradition.

Reflective thought 1.1 theoretical foundations 1.2 directions and conditions of reflective thought 1.3 the formation of the reflective practitioner 1.4 models for the development of reflective thought in the initial and in-service teacher. coordinates and tools 2.Community of thought 2.1 features 2.2 From the practice community to community of thought 3. The reflective teacher 3.1 Reflective thought of teachers 3.2 Circuits vicious and virtuous circles of change of ideas 3.3 Devices and reflective practices 4.The kindergarten for the formation of thought 4.1 the mind of the child and child intellectual training 4.2 the kindergarten model to new address 4.3 by Maria Montessori to the prospects of development of kindergarten

Not foreseen

In relation to General Pedagogy, students must show possession: - the mastery of basic knowledge related to reflective thinking and training models of teachers, with both the initial training to in-service training, with a view to life -long-learning; as well as knowledge about the models of the new kindergarten in adress.- understanding of the basic concepts of the discipline, with reference to the reflective thinking as the key to the educational and training challenges of modernity. To that effect must be able to discuss devices, procedures,procedures and instruments suitable to the formation of reflective thought  the ability to use knowledge and concepts to reason according to the logic of the discipline, in order to initial and in-service teacher. It must be able, in particular, to simulate some reflexive procedures for vocational training. It must also critically use knowledge and concepts in relation to the educational infantile intellectual models for kindergarten

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Exercices- supplementary seminars. It provides for the holding of two seminars:
TITLE: THE REFLECTIVE TRAINING OF TEACHERS FOR THE DEVELOPMENT OF THE MIND OF BAMBINO. by prof. Michelini
title: The community of thought. Teaching as a community of thought. Held by prof. Michelini, in cooperation with experts on the subject, as well as with participants teachers seeking "reflective teacher"
 

Teaching

Lectures, seminars, work gruppo.Per regard to coordination of group work is expected support from experts on the subject. with regard to the seminars is expected the support of experts on the subject, as well as the participation of the teaching staff to research "reflective teacher

Attendance

Attendance is not obligatory

Course books

 M.C. Michelini, Educare il pensiero, FrancoAngeli, Milano, 2013, pag. 195.- M.C. Michelini, Fare Comunità di pensiero, FrancoAngeli, Milano, 2016, pag.207 (in corso di stampa)  - M. Baldacci, Prospettive per la scuola dell'infanzia, Carocci, Roma, 2015.

Assessment

The objectives are verified by an oral interview as it seeks to establish the basic knowledge related to the current conception of reflective thought in the professions, with particular reference to the teaching. And 'plans to commission a test of formative evaluation End of course, consistete a written test with open questions on the entire course program.
 

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.

Teaching

Non-attending students will still be able to access Moodle> blended.uniurb.it platform where will be placed all the material made available by the teacher and those used during the lessons and seminari.Attraverso the same platform can carry out the exercises suggested by the teacher .

Attendance

Attendance is not obligatory

Course books

 M.C. Michelini, Educare il pensiero, FrancoAngeli, Milano, 2013, pag. 195.- M.C. Michelini, Fare Comunità di pensiero, FrancoAngeli, Milano, 2016, pag.207 (in corso di stampa)  - M. Baldacci, Prospettive per la scuola dell'infanzia, Carocci, Roma, 2015.

Assessment

The objectives are verified by an oral interview as it seeks to establish the basic knowledge related to the current conception of reflective thought in the professions, particularly to the teaching.It is supposed to take place  a test of formative evaluation End of course , consisting in a   written test with open questions on the entire course program.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.