Course Topics
History of Pedagogy and Educational Institutions General Section: - History, historiography, pedagogical historiography, history of education - Pedagogy in the ancient world - Christianity and education - Education in the Early and Late Middle Ages - Humanism and the Renaissance - The 17th century and bourgeois pedagogy - Educational secularization and pedagogical rationalism of the 18th century - Ideological conflicts, educational models, and educational knowledge in the 19th century - Characteristics of contemporary education - New schools and educational theories in the 20th century In-depth Studies: The great forerunners of scientific pedagogy: Rousseau; Kant; Pestalozzi; Fröbel; Herbart Pedagogy, new schools, and new methods in the 20th century - Historical/Cultural Background: - Major social, economic, political, cultural, and scientific changes of the 20th century Movements and Thinkers: Activism: Dewey; Ferrière; Freinet; Montessori Idealism: Gentile; Lombardo Radice Marxist Pedagogy: Makarenko; Freire Catholic Personalism: Maritain; Mounier Rationalist Pedagogy: Bertin; Laporta Profiles of contemporary pedagogy: Main theories, educational challenges, and authors History of Pedagogy for Childhood and Adolescence Thematic units for cooperative group work: - Historical genesis of the concept of childhood and, consequently, of early childhood and primary education in 20th-century Europe: contexts of their creation in relation to the history of educational ideas and general history - The idea of man, child, and learning, and its application in current organizational and didactic concepts in early childhood and primary schools in Trentino and South Tyrol - Research into continuity and development lines between the legacy of the great educators and current teaching practices characterized by new tools/environments/languages (new documents and Digital School Development Plans) Comparative Education - Foundations of Comparative Education Origins, definitions, and aims of comparative education. Interdisciplinary connections and educational research. Key actors in comparative education: individuals, institutions, decision-making levels. Global, critical, and postcolonial approaches. - Historical and Methodological Development Historical overview: evolution of the discipline. Sources, methods, approaches, phases, and units of comparison. New methodological challenges and the role of international agencies. - Comparative Analysis of Curricula and Education Systems Curriculum comparison. Models of teacher professionalism. Educational and training systems in Europe. Impact of international assessments and new competencies (green, digital...). - The European Education Area The Bologna Process. The European Higher Education Area (EHEA). Key competences for lifelong learning. Key figures in education, Eurydice reports. European Educational Communities and Practices Communities of practice at the European level (eTwinning, EPALE, ...). Initiatives for global citizenship education, sustainability, and peace (UNESCO, Erasmus+, European Education Area).

Teaching format
History of Pedagogy and Educational Institutions. Participatory and interactive frontal lesson. Use of primary and secondary sources (documents and essays taken from the adopted volumes and from the texts of the authors covered). Discussions and in-depth studies. History of childhood and adolescence pedagogy. Laboratory The methodological approach will be multidisciplinary, organised on cooperative learning modes and centred on groups engaged in assisted research-action activities. By identifying, choosing and using primary and secondary sources, the students, through individual and collective intra- and inter-group confrontation, will develop original historical research products useful to testify their ability to transfer the acquired skills into a concrete task. The use of digital tools and environments is envisaged to implement the opportunities for interaction and sharing between the groups, thus enabling concrete experience of the new perspectives of digital competence within pedagogical-didactic research. Comparative education. Participatory interactive lesson through the use of presentations, films, documents and essays from books, official documents published by European and international institutions on education and training. Guided discussions.

Educational objectives
Disciplinary skills Knowledge and understanding - of the methods, languages, themes and problems of educational historiography - of the relationships between the history of education, pedagogy and school history; - of key concepts in the field of educational history research; - of theories and practices in educational research; - of comparative methodologies and practices aimed at improving the school system and the teaching profession. Ability to apply knowledge and understanding expressed through the activities and workshop situations in which the application of the historiographic perspective in relation to the national and provincial professional context is required. Autonomy of judgement expressed through the: - capacity for reflection, discussion, in-depth study and personal re-elaboration on the emerging themes of the research; - critical capacity, coherence, methodological rigour, precision and accuracy in both oral and written expression; - ability to listen to and understand different points of view. Communication skills expressed through: - ability to communicate effectively in oral, written and multimedia expression; - ability to communicate in a group and to support one's own ideas; - active listening. Learning skills expressed through: - ability to reflect on own performance and self-assessment; - ability to analyse and identify development needs in one's own knowledge and understanding. The skills and abilities described will be assessed both in itinere (through individual and group activities) and in the final examination.

Additional educational objectives and learning outcomes
Transversal learning objectives of the module are present in all the individual lessons and workshops and are aimed at promoting the ability to critically analyse texts; apply knowledge; understand the relationship between theory and practice; and be able to contextualise and historicise theories and events.

Assessment
The module provides for the attribution of a single final mark by means of a synthesis of several assessments and a common interdisciplinary oral test, according to the weighted average of the three constituent parts (3 credits for Comparative Education, 3 credits for History of Pedagogy and Educational Institutions and 2 credits for the laboratory). In the event of a negative assessment for the entire modu- lation, it is necessary to repeat the exam. However, any successful partial examinations will be considered as already passed in the subsequent attempt to take the entire module examination. It should be borne in mind that, even in this case, a negative assessment of the entire module will count towards the number of attempts available to take an examination. According to the Examinations Regulations, if a student fails an examination in three consecutive attempts, he/she may not sit the same examination in the three sessions following the last attempt (Art. 6(4) of the current Regulations for Proficiency Examinations).

Evaluation criteria
The final examination takes into account, where foreseen, the intermediate tests and the products of the workshop lectures, which will be assessed by considering: relevance of the content, logical structure, ability to analyse, clarity of argument, lexical appropriateness, originality, ability to rework and reflect in an interdisciplinary key and completeness. The oral test will be a moment of interdisciplinary assessment and supplementary to the intermediate tests.

Required readings

History of Pedagogy and Educational Institutions

Cavallera, H. A. (2017). History of educational doctrines and institutions. Brescia: La Scuola.

History of Pedagogy for Children and Adolescents. Laboratory

-Extracts of texts by various authors (Rousseau, Dewey, Zavalloni, Montessori, Freinet, don Milani, Lodi, Bruner, Morin, Goleman) provided by the teacher.

-Miur, 2018, National Indications and New Scenarios.

-Autonomous Province of Trento, Provincial Study Plans. First cycle of education. Guidelines for the elaboration of the curricula of educational institutions.

https://www.vivoscuola.it/Schede-informative/Piani-di-studio-PRIMO-CICLO

-Provincial indications for kindergarten and first cycle of education, Italian language, Province of Bolzano.

https://scuola-italiana.provincia.bz.it/it/scuola-carattere-statale/indicazioni-provinciali

Comparative education

Bray M. Adamson, B., & Mason, M. (Ed.). (2009). Comparative Education. Approaches and research methods. FrancoAngeli. For non-attending students: Introduction; chapters 1, 2, 4, 5, 7, 8, 9, 10.

Supplementary readings

Comparative education

Barbieri, N. S., Gaudio, A., & Zago, G. (2016). Manual of comparative education teaching in Europe and the world. La Scuola.

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Further information
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