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
The ability to tackle the issue of the training model
The study of requirements and illustrative parameters for definition and implementation of the Best Practices.

Reflective thought (Lessons 1-2-3-4-5-6)

1.1. Theoretical foundations

1.2. Directions and conditions of thoughtful thought

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

2. Community of thought (Lessons 7-8-9)

2.1. Features

2.2. From community to practice to community of thought

3. The Reflective Teacher (Lessons 10-11-12-13-14)

3.1. Reflective thinking of teachers

3.2. Vicious circuits and virtuous circuits of change ideas

3.3. Devices and Reflective Practices

4. For a Critical Pedagogy of Best Practices in The Educational Contexts (lessons 15-16-17-18)

4.1. The concept of Best Practices

4.2. Culture of Evidence and Evidence Based Education

4.3. Requirements and illustrative parameters for the Best Practcses

Not foreseen

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

Knowledge and understanding:

Basic knowledge of the main lines of epistemological debate in general pedagogy, with particular reference to reflective thinking 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;
Knowledge of the construct of Best Practices in the educational contexts;
Understanding of theorical path that brought to definition of this construct.
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 thinking in a formative key;
To demonstrate the ability to use knowledge and concepts on reflective thinking in the professional field, to reason in the logic of general pedagogy;
Ability to analyze some example of the use of the Best Practices contruct.
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;
To recognize the specificities of the different approach to the Best Practices construct;
Critically use knowledge and concepts in relation to different models of Best Practices.
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 reflection-based education and child-rearing school models.
Learning Skills:

Use knowledge and concepts to reason according to the logical specificity of pedagogical discipline;
Use knowledge and concepts to promote reflective thinking;
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

• Exercises in classroom (individual, as a couple or in group, also with technological supports)
• Exercises remotely (instructions will be updated on Moodle › blended.uniurb.it).
• The optional texts in english language will be updated on Moodle.

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.

Concerning the coordination of group work, the support of material practitioners authorized by the academic bodies is expected.

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

Attendance

Attendance is not obligatory

Course books

- M.C. Michelini, Fare Comunità di pensiero, FrancoAngeli, Milano, 2016, pag.207 

- M.C. Michelini, Per una pedagogia critica delle buone prassi, FrancoAngeli, Milano 2018, pag. 167.

Assessment

The intended objectives are verified through an oral interview.

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, Fare Comunità di pensiero, FrancoAngeli, Milano, 2016, pag.207 

- M.C. Michelini, Per una pedagogia critica delle buone prassi, FrancoAngeli, Milano 2018, pag. 167.

Assessment

The intended objectives are verified through an oral interview.

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.

The optional texts in english language will be updated on Moodle.

Specifically:

Biesta G. (2010), Why what Works’ Still Won’t Work: From Evidence-Based Education to Value-Based Education, Published online, O? Springer Science+Business Media B.V.--

Mezirow J. (1997), Transformative Learning: Theory to Practice, New directions for adult and continuing education, n. 74, Jossey-Bass Publishers, San Francisco.