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. It will also address, in the same context, the construct of good practice, used in educational contexts, for a critical analysis from the pedagogical point of view.

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.

0. Course presentation

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

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 (Lessons 7-8-9)

2.1. Features

2.2. From community to practice to community of thought

3. The Reflective Teacher (Lessons 10-11-12-13-14-15)

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 16-17-18-19)

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 Practices

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.

Applying 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;
• to communicate 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;
• independently study the texts and teaching 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 presence (individual, in pairs and in groups, also with the use of technological tools).
• In-person and/or online formative evaluation tests (self-assessment) with deliverables on the platform Moodle › blended.uniurb.it 

Optional materials in English will be made available in the platform Moodle › blended.uniurb.it  during the semester. 

Teaching

The course will be structured over two days a week.

The lessons,  depending on the topics covered, can be frontal, dialogue, so as to encourage reflection with the teacher by the students,  group work, exercises and simulations, individual and not, seminars also with the use of technological tools. 

As regards the coordination of group work, support is provided by subject matter experts authorised by the academic bodies. 

Innovative teaching methods

Flipped classroom

Cooperative learning

Attendance

Attendance is not mandatory.

Course books

- MC Michelini, Educare il pensiero , FrancoAngeli, Milano, 2013, pag. 1-133.

- MC Michelini, Fare Comunità di pensiero , FrancoAngeli, Milano, 2016, pag. 1-207 

- MC Michelini, Per una pedagogia critica delle buone prassi, FrancoAngeli, Milano 2018, pag. 1-167.

 

Assessment

The intended objectives are tested by means of a written test consisting of a paper with three open-ended questions. 

The assessment criteria are as follows: 

• relevance and effectiveness of responses in relation to the content of the programme;
• expressiveness;
• adequacy of the specialist language;
• ability to apply the acquired knowledge;
• ability to discuss problems critically.

The final grade is awarded on the basis of a scale of 30 points.

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, they will be able to carry out in-progress formative evaluation tests (see the heading: supporting activities).

Attendance

Attendance is not mandatory.

Course books

- MC Michelini, Educare il pensiero , FrancoAngeli, Milano, 2013, pag. 1-133.

- MC Michelini, Fare Comunità di pensiero , FrancoAngeli, Milano, 2016, pag. 1-207   

- MC Michelini, Per una pedagogia critica delle buone prassi, FrancoAngeli, Milano 2018, pag. 1-167.

To give the possibility to students and non-attending students to compensate with independent study what is done during the lessons, we recommend the use of all the materials included in the blended platform (slides, exercises, supplementary material) particularly useful for the full understanding of the contents of the program.

Assessment

The intended objectives are tested by means of a written test consisting of a paper with three open-ended questions. 

The assessment criteria are as follows: 

• relevance and effectiveness of responses in relation to the content of the programme;
• expressiveness;
• adequacy of the specialist language;
• ability to apply the acquired knowledge;
• ability to discuss problems critically.

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.

Optional materials in English will be made available on the platform Moodle during the semester. 

In particular :

Biesta G. (2010), Perché ciò che funziona ancora non funzionerà: dall'istruzione basata sull'evidenza all'istruzione basata sul valore , Pubblicato online, Springer Science+Business Media BV

Mezirow J. (1997), L'apprendimento trasformativo: dalla teoria alla pratica , Nuove direzioni per l'educazione degli adulti e continua, n. 74, Casa editrice Jossey-Bass, San Francisco.