Course Topics
See the individual course modules

Propaedeutic courses
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Teaching format
In remote mode

Educational objectives
Knowledge - To know the cultural and legislative instruments underlying the legal status of the teacher. - To know the school system in its structural and functional aspects. - To know the rights, duties and powers of the teaching profession. - To know key concepts, theories and practices concerning the profile and professional development of the teacher. Skills - To use legal and professional knowledge. - Exercise one's legal and professional rights. - To fulfil one's legal and professional obligations. - Declare one's professional role in terms of ethical commitment and personal responsibility. - Observe and review one's own professional experience. - Monitor and direct the development of one's own professional profile. - To integrate oneself into the school as a complex organisation and participate in evaluation and improvement processes. - To contribute to the school community's continuous development and learning processes. DISCIPLINARY SKILLS: Knowledge and understanding - of the principles, rules and operational tools of school legislation; - of the Italian school system and the legal status of the various school actors; - of key concepts, theoretical models and practices concerning the profile and professional development of teachers; - some devices to support professional learning. Ability to apply knowledge and understanding - to concrete cases of school practice (activities and workshop situations) and in the relationship with teachers, students, families and school management TRANSVERSAL/SOFT SKILLS: Autonomy of judgement - The student is able to solve problematic cases arising in everyday school life; - The student is able to discuss, reflect, elaborate, rework in a personal manner the emerging themes of the module; - He/she is able to argue emerging themes of the module demonstrating critical capacity, coherence, methodological rigour, precision and accuracy. Communication skills - The student is able to use the specific language relating to school issues and knows how to deal in legal and professional terms with issues relating to everyday school life; - can communicate effectively in both oral and written expression; - can listen to and understand different points of view. - can communicate in a group and support their own ideas. Learning skills - The student is able to read and understand school law documents and demonstrates adequate competence both to devise and support arguments and to solve problems in his/her field of study; - He/she can reflect on his/her own performance and self-assessment; - Can identify their own professional development needs and orientate themselves accordingly. The skills and abilities described will be assessed both during the course (through individual and group activities) and in the final examination.

Assessment
Oral: discussion of some topics with general reference to the entire module, with particular reference to the intermediate exercises carried out in Institutional Framework and School Law and the content on Constructing the Professional Profile

Evaluation criteria
- The module provides for the award of a single final mark. - In relation to the oral examination, the following are considered and assessed: relevance, clarity of argument, capacity for critical analysis, ability to revise and reflect. In the event of a negative mark for the entire module examination, the examination must be repeated. However, any successfully passed partial examinations will be considered as already passed in the next 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 be counted 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 register for the same examination in the three sessions following the last attempt (Art. 6, para. 4 of the current Regulations for Proficiency Examinations).

Required readings

Weyland B., Falanga M. (2023), Didattica della scuola. Spazi e tempi per una comunità in ricerca Milano: Guerini.

Falanga M., (2020), Diritto scolastico. Analisi e profili, Brescia, Scholé.

The study materials related to the teaching "Building one's own professional profile" will be made available by the teacher.

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Supplementary readings

Bartolini Bussi, M. G., & Ramploud, A. (eds.). (2018). Il lesson study per la formazione degli insegnanti. Roma: Carocci.

Bertolini, C., Zini, A., Landi, L., Funghi, S. (2022). Formare gli insegnanti alla discussione in classe: il Discussion Study. In La Marca, A., Marzano, A. (eds.), Ricerca didattica e formazione insegnanti per lo sviluppo delle Soft Skills. Atti del convegno Nazionale SIRD, Palermo, 30 giugno, 1 e 2 luglio 2022. Lecce: Pensa Multimedia, 1177 – 1189 (open access).

Cardarello R., Antonietti M. (2019).Osservare per progettare, in Nigris E., Balconi B., Zecca L. (eds.), Dalla progettazione alla valutazione didattica. Progettare documentare e monitorare. Milano: Pearson, pp. 179-206.

Ianes, D. (2014). Il Profilo dei docenti inclusivi dell’European Agency for Special Needs and Inclusive Education. In: Idem, L’evoluzione dell’insegnante di sostegno. Verso una didattica inclusiva. Trento: Erickson, Appendice 2, pp. 211-225 (found in the banca dati uniba.it).

INDIRE, Neoassuntiunti a.s. 2022/2023: Toolkit (online).

Perrenoud, P. (2010). Dieci nuove competenze per insegnare: Invito al viaggio (III edizione. ed., Teoria e storia dell'educazione). Roma: Anicia.

 

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