Studying at the University of Verona

Here you can find information on the organisational aspects of the Programme, lecture timetables, learning activities and useful contact details for your time at the University, from enrolment to graduation.

This information is intended exclusively for students already enrolled in this course.
If you are a new student interested in enrolling, you can find information about the course of study on the course page:

Laurea magistrale in Scienze pedagogiche - Enrollment from 2025/2026

The Study Plan includes all modules, teaching and learning activities that each student will need to undertake during their time at the University.
Please select your Study Plan based on your enrollment year.

1° Year

ModulesCreditsTAFSSD
One course to be chosen among the following
One course to be chosen among the following
One course to be chosen among the following

2° Year  activated in the A.Y. 2016/2017

ModulesCreditsTAFSSD
One course to be chosen among the following
Prova finale
16
E
-
ModulesCreditsTAFSSD
One course to be chosen among the following
One course to be chosen among the following
One course to be chosen among the following
activated in the A.Y. 2016/2017
ModulesCreditsTAFSSD
One course to be chosen among the following
Prova finale
16
E
-
Modules Credits TAF SSD
Between the years: 1°- 2°

Legend | Type of training activity (TTA)

TAF (Type of Educational Activity) All courses and activities are classified into different types of educational activities, indicated by a letter.




S Placements in companies, public or private institutions and professional associations

Teaching code

4S000564

Credits

9

Language

Italian

Scientific Disciplinary Sector (SSD)

M-PED/03 - METHODOLOGIES OF TEACHING AND SPECIAL EDUCATION

The teaching is organized as follows:

Parte I

Credits

4

Period

Sem. IA

Academic staff

Giuseppina Messetti

Parte II

Credits

5

Period

Sem. IB

Academic staff

Donato De Silvestri

Learning outcomes

THEORIES AND METHODS FOR EDUCATIONAL PLANNING (9 UNIVERSITY CREDITS)


Educational objectives
The purpose of the course is to teach:
−theoretical models and methodologies for planning in the social-educational field;
−diverse planning and assessment tools (questionnaires, interviews, observations, focus groups) and the ability to apply these in specific situations and contexts;
−operational competences planning educational interventions with medium complexity, in reference to European projects
- knowledge (and competences) in the reflexive learning field in connection with professional practices.
Program/Contents
The educational work of "second level" in the functions of coordination, training, supervision, consulting and research: the reflexive horizonPlanning theories and models in the social-educational field
Planning and intervention logic
Planning and assessment techniques and tools
Organization of an educational intervention: from needs analysis to assessment
The relational and reflexive competences: specific and qualifying dimension of the professionalism of the educator

Didactic methods and tools

Expository lessons with the use of PowerPoint presentations, audio visual tools, role playing experiences, focus groups, work groups (for the conception of an educational project, the work group must also meet outside of regular lesson hours), analysis of the documentation produced and presented by professionals in the social-educational field (early childhood services, community organizations, etc.), presentations by experts, visits and educational services in the local territory.

Program

Texts for the exam/Bibliography
For the attendees:
The bibliography for the attendees will be defined during the ongoing course. Bibliographic materials on a dedicated e-learning platform will be made available to those who are regularly attending the course activities.

For those not attending1. Leone L., Prezza M., Costruire e valutare i progetti nel sociale, Franco Angeli, Milano, 2003
2. Mortari L., Apprendere dall’esperienza, Carocci, Roma, 2004
3. uno a scelta tra i seguenti (elenco in progress)
Bondioli A. (a cura di), Il progetto pedagogico del nido e la sua valutazione, Edizioni Junior, Bergamo, 2002
Catarsi E. (a cura di), Coordinamento pedagogico e servizi per l’infanzia, Edizioni Junior, Bergamo, 2010
Clementi E., L’educatore professionale e il lavoro di «secondo livello», Ipoc, 2011
Contini M. G., Dis-alleanze nei contesti educativi, Carocci, Roma, 2012
Kaneklin C., Orsenigo A. (a cura di), Il lavoro di comunità. Modalità di intervento con adolescenti in difficoltà, Carocci, Roma, 2003
Lipari D., Valentini P., Comunità di pratica in pratica, Edizioni Palinsesto, Roma, 2013
Oggionni F., La supervisione pedagogica, Franco Angeli, 2013
Premoli S. (a cura di), Il coordinamento pedagogico nei servizi socioeducativi, Franco Angeli, Milano, 2008
Regoliosi L., Scaratti G., Il consulente del lavoro educativo. Formazione, supervisione, coordinamento, CarocciFaber, Roma, 2002
Simone D., La consulenza educativa. Dimensione pedagogica della relazione d’aiuto, Vita e Pensiero, Milano, 2011

Examination Methods

Methods for verification of learning

For the attendees
Diversified individual test assignments are planned (autobiographical paper, reflexive reports on training experiences carried out in the classroom, etc.)
Drafting of a group project (work project)


For those not attending
The exam includes a written test and an oral test articulated as follows:
a) the written test consists of the creation of a project starting from the indication of the contents in the worksheet attached to the course program. This project must be sent by e-mail to the instructor at least three days before the exam date.
b) an oral interview where the presented project and exam contents will be discussed in-depth. In-depth criticism is required for the selected text.

The tests have the objective of verifying:
acquisition of the fundamental concepts relative to the presented contents;
the level of personal knowledge gained;
the ability to use logical-operational tools for the planning or analysis of educational interventions;
critical and reflexive skills.

Students with disabilities or specific learning disorders (SLD), who intend to request the adaptation of the exam, must follow the instructions given HERE

Teaching materials e documents