The course reviews the redefinition of the profiles of the educator, pedagogist, socio-educational 
services coordinator, trainer, in light of the challenges posed by contemporaneity as well as the 
recent regulatory reorganization on the subject (Law 27 December 2017 n. 205). 
The aim is essentially to draw up a theoretical and methodological framework, or defining training and educational action. This will be achieved analyzing and considering essential dimension of professional profiles and background of intervention.
The focus on some emergency contexts is an opportunity for paradigmatic reference, to promote 
reflection and awareness also in the operational direction. 
In specific, the course aims to promote: 
• knowledge of the main advanced concepts of pedagogy of education.
• the ability to reason according to the logic of pedagogy of education, in relation to the concepts and 
issues addressed 
• the ability to develop educational or training projects with reference to different contexts of 
application and unprecedented and emergency situations 
• the ability to make the most of pedagogical knowledge to deal critically and proactively with 
even emergency situations, in view of the educational and training planning 

1. The pedagogical training of professionals of education (Lessons 1-2-3-4-5-6) 
1.1. Education, instruction, training. 
1.2. Pedagogical knowledge as a professional tool 
1.3. Reasons for a difficult definition of the professional identity (lesson by the author Vanna 
Iori) 

1.4. Complexity of work and professions in educational and social field

1.5. Sense of educational action and professional awareness between everyday life and invisibility (lesson by the author Daniele Bruzzone)
2. Designing education and training (Lessons 7-8-9) (lesson by the author Liliana Dozza and Laura Cerrocchi) 
2.1 Pedagogical planning between theory, technique and educational emergencies 
2.2 Guideline for designing
2.3 Starting of the Development of educational and / or training projects. Processing will continue 
in parallel until the end of the lessons 
3. The educational experience between everyday life and emergency (Lessons 10-11-12) (Lesson 
by the author Daniele Bruzzone) 
3.1 Educational institution for psychosocial distress                                                                3.2 Social emrgency context (street situation)
3.3 Services for childhood 

In relation to the Pedagogy of Education, at the end of the course the student must show 
possession: Knowledge and understanding: 
• advanced knowledge relating to the main lines of the epistemological debate in the field of 
pedagogy of education; 
• Knowledge and understanding of the fundamental concepts of pedagogy of education envisaged by 
the course; 
• knowledge of the complexity of the professional identities of the educational field, also due to 
their historical evolution; 
• understanding of the elements of educational planning and training; 
• understanding the meaning of acting and planning education both in reference to everyday life 
and to the emergency. 
Applying knowledge and understanding: 
• show the understanding of the different profiles of educator, pedagogist, coordinator of socio-
educational services, trainer, with reference to the different contexts; 
• demonstrate the ability to reason according to the logic of training pedagogy, using knowledge 
and concepts in reference to the various professional fields; 
• ability to analyze some life situations, interpreting their educational needs and grafting 
pedagogical projects on them; 
• interpreting different life situations in a formative way; 
 
Making judgments: 
• recognize themes and problems of the pedagogy of formation, in order to different contexts; 
• critically evaluate knowledge and concepts acquired in relation to the different educational 
situations; 
• critically evaluate the adequacy of procedures and tools that can be used by the professional for 
the solution of educational problems; 
• interpret problematic situations by formulating hypotheses of pedagogical intervention, valuing 
the reflective competence of the pedagogist and the trainer; 
• simulate the development of an educational and / or training project; 
Communication skills: 
• clearly express the contents of the course, explaining its meaning; 
• communicate through the use of a specific disciplinary language; 
• discuss on issues and problems typical of education and training; 
• constructively confront with colleagues from the course on the critical analysis of situations and 
the various phases of pedagogical planning. 
Learning skills: 
• use knowledge and concepts to think according to the specific logic of the pedagogical discipline; 
• use knowledge and concepts to analyze new situations and develop innovative projects; 
• identify strategies and suited solutions to never seen and emergency contexts;  
• move independently in the study of the texts and teaching materials provided; 
• independently search for materials useful for the design. 

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

• • Optional materials in English will be made available on the blended platform during the 
  semester. 
  • Lessons with the author (in online connection with some of the authors of the texts in the 
  program) 
   
  Teaching methods 
  • The teaching will be structured on two days a week. 
  • Lessons, depending on the topics covered, can be 
  -  frontal, 
  -  as dialogues 
  -  of the author 
  or articulated in group work. 
   
  • As regards the coordination of group work, the support of experts in the subject authorized by 
  the academic bodies is envisaged.  
  • The development of innovative educational and training projects is envisaged. 
   

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

- Iori V. (cureted by), 2018, Educatori e pedagogisti. Senso dell'agire educativo e riconoscimento professionale, Erickson, Trento, (pagine 1-199).

- Dozza L, Cerrocchi L. (cureted by), 2020, Contesti Eductivi per il sociale, Vol. II. Progettualità, professioni e setting per il disagio e le emergenze, FrancoAngeli, Milano, (pagine 1-222).

Assessment

The expected objectives are verified through an oral interview. 
It involves the elaboration and presentation of an educational and / or training project. 
For the oral exam, including the presentation of the project, the evaluation criteria are as follows: 
The evaluation criteria are as follows: 
relevance, effectiveness and degree of articulation of the responses in relation to the contents of 
the program 
• adequacy of the disciplinary language used 
• ability to apply the knowledge acquired in reference to the different educational and 
professional contexts 
• ability to critically discuss the topics covered 
• ability to interpret situations in a pedagogical key 
• completeness, adequacy and originality of the project developed 
The final evaluation is expressed out of thirty. 

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 are invited to regularly consult the Moodle platform ›blended.uniurb.it in 
which all the materials made available by the teacher and those used in the course of the lessons 
will be periodically uploaded (slides, in-depth materials, bibliographic ideas, etc.) , including the 
author's lecture recordings. 
Through the same platform, non-attending students will be able to progressively send the project 
agreed and elaborated with the teacher. 

Attendance

Attendance is not obligatory

Course books

- Iori V. (cureted by), 2018, Educatori e pedagogisti. Senso dell'agire educativo e riconoscimento professionale, Erickson, Trento, (pagine 1-199).

- Dozza L, Cerrocchi L. (cureted by), 2020, Contesti Eductivi per il sociale, Vol. II. Progettualità, professioni e setting per il disagio e le emergenze, FrancoAngeli, Milano, (pagine 1-222).

Assessment

The expected objectives are verified through an oral interview. 
It involves the elaboration and presentation of an educational and / or training project. 
For the oral exam, including the presentation of the project, the evaluation criteria are as follows: 
The evaluation criteria are as follows: 
relevance, effectiveness and degree of articulation of the responses in relation to the contents of 
the program 
• adequacy of the disciplinary language used 
• ability to apply the knowledge acquired in reference to the different educational and 
professional contexts 
• ability to critically discuss the topics covered 
• ability to interpret situations in a pedagogical key 
• completeness, adequacy and originality of the project developed 
The final evaluation is expressed out of thirty. 

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.

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.