The course will address the theme of reflective thinking as a key to the educational and training challenges of modernity.

The analysis will be conducted both from the point of view of theoretical foundations and possible methodological and operational dimensions.In the light of the same theme, the issue of the child education school's model of infant education will also be addressed in the light of the best pedagogical tradition in Italy.

In particular, the course aims to promote:

Knowledge of the main basic concepts of general pedagogy
The ability to reason according to the logic of general pedagogy, in terms of the concepts and themes dealt with
The knowledge of the theoretical and historical evolution of thoughtful thought
The knowledge of tools useful for the formation of reflective thinking in the vocational field in the perspective of lifelong learning.
The deepening of the reflective thinking of the teachers.

Reflective thought

1.1. Theoretical foundations

1.2. Directions and conditions of thoughtful thought

1.3. The formation of the reflective professional

1.4. Models for the development of thoughtful thinking in initial and in-service teacher training. Coordinates and tools

2. Community of thought

2.1. Features

2.2. From community to practice to community of thought

3. The Reflective Teacher

3.1. Reflective thought of teachers

3.2. Vicious circuits and virtuous circuits of change ideas

3.3. Devices and Reflective Practices

Not foreseen

In relation to  Pedagogy of Education  at the end of the course the student must show the possession:

Knowledge and understanding:

Basic knowledge of the main lines of the epistemological debate in general pedagogy, with particular reference to thoughtful thought in the professional field;
Understanding of the fundamental concepts of the general pedagogy provided by the course;
Knowledge of the theoretical contribution of the main authors on the topics dealt with;
Understanding of the main reflective devices proposed in relation to their use in professional contexts;
Applied knowledge and understanding:

To demonstrate the understanding of the theoretical and methodological approaches of pedagogy to reflective thought, with particular regard to the training of teachers (initial and in service);
To recognize directions and conditions of reflective thought in a formative key;
To demonstrate the ability to use knowledge and concepts on thoughtful thinking in the professional field.
Making judgments:

To recognize themes and problems of general pedagogy in terms of formation to thoughtful thought;
Critically evaluate the adequacy of devices, procedures and tools for solving problems of educational contexts by the reflective professional;
Interpreting problem situations by formulating hypotheses of pedagogical intervention, enhancing the reflective competence of the educator;
To simulate some of the reflexive procedures used in vocational training.
Communication skills:

To express the contents of the course clearly, explaining the meaning;
Communicating through the use of a specific disciplinary language;
To argue on issues and characteristic problems of education to reflective thought.
Learning Skills:

Use knowledge and concepts to reason according to the logical specificity of pedagogical discipline;
Use knowledge and concepts to promote reflective tthought;
Identify reflective devices adapted to contexts;
Simulating the design of reflective devices, procedures and tools;
Move independently into the study of the texts and didactic materials provided.

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. The following seminars are expected to take place:

The first seminar will be titled "COMMUNITY OF RECEPTION AND COMMUNITY OF  THOUGHT". Will be coordinated by the teacher, prof. Maria-Chiara Michelini with the interventions of community members for moms with children and refugee reception centers of the Sagrini onlus foundation in Fermo.
The second seminar will be titled "HOW IT IS A THESIS OF LAUREA", led by Prof. Maria-Chiara Michelini, with a duration of four hours. The seminar also includes a part of practical simulation, with the collaboration of the material practitioners authorized by the competent academic bodies.

Teaching

Teaching will be structured on two weekly days.

The lessons, depending on the topics discussed, may be frontal, dialogic, so as to encourage student reflection, group work, exercises and simulations, both individual and non-seminars.

As regards the coordination of group work, it is expected that the supporters of the material authorized by the competent academic bodies will be supported.

As regards the seminars, the support of the material practitioners authorized by the competent academic bodies is expected, as well as the participation of teachers participating in the research "the Reflective Teacher"

frontal, seminars, group work.

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  

Assessment

The intended objectives are verified through two types of evidence:

An optional self-evaluation (self-assessment) test at the end of the course consists of a written work with three open-ended questions about the entire program
An oral interview
The formative assessment test (which has been awarded a score of at least 18/30) can be considered, at the student's choice, valid for passing the exam. In case the student chooses not to use it, he or she must support the oral interview.

For both tests, the evaluation criteria are as follows:

Relevance and effectiveness of responses in relation to program content
Degree of response articulation
Adequacy of the disciplinary language used
Another appreciable requirement is the ability to discuss critically the topics discussed.

The final assessment is expressed in thirtieths.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

Non-attending students are encouraged to regularly consult the Moodle> blended.uniurb.it platform where all the materials made available by the teacher and those used during the lessons and seminars (slides and videos discussed in lesson, examples Reflexive devices, in-depth materials, bibliographic tips etc.)

Through the same platform you will be able to perform 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  

Assessment

The intended objectives are verified through two types of evidence:

An optional self-evaluation (self-assessment) test at the end of the course consists of a written work with three open-ended questions about the entire program
An oral interview
The formative assessment test (which has been awarded a score of at least 18/30) can be considered, at the student's choice, valid for passing the exam. In case the student chooses not to use it, he or she must support the oral interview.

For both tests, the evaluation criteria are as follows:

Relevance and effectiveness of responses in relation to program content
Degree of response articulation
Adequacy of the disciplinary language used
Another appreciable requirement is the ability to discuss critically the topics discussed.

The final assessment is expressed in thirtieths.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.