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.

Academic calendar

The academic calendar shows the deadlines and scheduled events that are relevant to students, teaching and technical-administrative staff of the University. Public holidays and University closures are also indicated. The academic year normally begins on 1 October each year and ends on 30 September of the following year.

Academic calendar

Course calendar

The Academic Calendar sets out the degree programme lecture and exam timetables, as well as the relevant university closure dates..

Definition of lesson periods
Period From To
Sem. 1A Sep 24, 2018 Oct 27, 2018
Sem. 1B Nov 19, 2018 Dec 21, 2018
Sem. 2A Feb 18, 2019 Mar 23, 2019
Sem. 2B Apr 8, 2019 May 18, 2019
Exam sessions
Session From To
Sessione d'esame Invernale Jan 21, 2019 Feb 16, 2019
Sessione d'esame Estiva Jun 17, 2019 Jul 27, 2019
Sessione d'esame Autunnale Aug 26, 2019 Sep 21, 2019
Degree sessions
Session From To
Sessione Invernale Feb 27, 2019 Mar 13, 2019
Sessione Estiva - I appello Jun 10, 2019 Jun 24, 2019
Sessione Estiva - II appello Jul 3, 2019 Jul 16, 2019
Sessione Autunnale - I appello Oct 9, 2019 Oct 21, 2019
Sessione Autunnale - II appello Dec 4, 2019 Dec 17, 2019
Holidays
Period From To
Festa di Ognissanti Nov 1, 2018 Nov 1, 2018
Festa dell’Immacolata Dec 8, 2018 Dec 8, 2018
Vacanze di Natale Dec 22, 2018 Jan 6, 2019
Vacanze di Pasqua Apr 19, 2019 Apr 23, 2019
Festa della liberazione Apr 25, 2019 Apr 25, 2019
Festa del lavoro May 1, 2019 May 1, 2019
Festa del Santo Patrono - S. Zeno May 21, 2019 May 21, 2019
Festa della Repubblica Jun 2, 2019 Jun 2, 2019
Other Periods
Description Period From To
Prima parte del primo semestre Lab. 1A Oct 29, 2018 Nov 10, 2018
Seconda parte del primo semestre Lab. 1B Jan 7, 2019 Jan 19, 2019
Prima parte del secondo semestre Lab. 2A Mar 25, 2019 Apr 6, 2019
Seconda parte del secondo semestre Lab. 2B May 20, 2019 Jun 1, 2019

Exam calendar

Exam dates and rounds are managed by the relevant Humanistic Studies Teaching and Student Services Unit.
To view all the exam sessions available, please use the Exam dashboard on ESSE3.
If you forgot your login details or have problems logging in, please contact the relevant IT HelpDesk, or check the login details recovery web page.

Exam calendar

Should you have any doubts or questions, please check the Enrollment FAQs

Academic staff

A B C D G L M N P R S T

Antonello Monica

symbol email monica.antonello@univr.it

Bianchi Edoardo

symbol email edoardo.bianchi@univr.it symbol phone-number +39 045 802 8108

Biino Valentina

symbol email valentina.biino@univr.it

Caleffi Paola Maria

symbol email paolamaria.caleffi@univr.it

Daffara Claudia

symbol email claudia.daffara@univr.it symbol phone-number +39 045 802 7942

Dusi Paola

symbol email paola.dusi@univr.it symbol phone-number 045/8028616

Gecchele Mario

symbol email mario.gecchele@univr.it symbol phone-number +39 045802 8651

Gregorio Enrico

symbol email Enrico.Gregorio@univr.it symbol phone-number 045 802 7937

Landi Licia

symbol email licia.landi@univr.it

Majorano Marinella

symbol email marinella.majorano@univr.it symbol phone-number 0458028372

Melodia Festa Beatrice

symbol email beatrice.melodiafesta@univr.it

Meyer Anja

symbol email anja.meyer@univr.it
foto1,  June 18, 2020

Migliorati Lorenzo

symbol email lorenzo.migliorati@univr.it symbol phone-number 045802 8135

Monti Francesca

symbol email francesca.monti@univr.it symbol phone-number 045 802 7910

Mori Maria

symbol email maria.mori@univr.it

Mortari Luigina

symbol email luigina.mortari@univr.it symbol phone-number 045 802 8652

Nitti Paolo

symbol email paolo.nitti@univr.it

Picotti Michele

symbol email michele.picotti@univr.it

Pontrandolfo Stefania

symbol email stefania.pontrandolfo@univr.it

Renna Dora

symbol email dora.renna@univr.it

Silva Roberta

symbol email roberta.silva@univr.it symbol phone-number 045/8028385
TACCONI,  November 12, 2016

Tacconi Giuseppe

symbol email giuseppe.tacconi@univr.it symbol phone-number +39 045 802 8655

Study Plan

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.

3° Year  activated in the A.Y. 2020/2021

ModulesCreditsTAFSSD
Training (3rd year)
4
F
-

5° Year  activated in the A.Y. 2022/2023

ModulesCreditsTAFSSD
9
B
L-ART/02 ,L-ART/03 ,L-ART/06
Training (5th year)
9
F
-
Final exam
9
F
-
activated in the A.Y. 2022/2023
ModulesCreditsTAFSSD
9
B
L-ART/02 ,L-ART/03 ,L-ART/06
Training (5th year)
9
F
-
Final exam
9
F
-
Modules Credits TAF SSD
Between the years: 4°- 5°

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

4S006132

Coordinator

Mario Gecchele

Credits

8

Language

Italian

Scientific Disciplinary Sector (SSD)

M-PED/02 - HISTORY OF PEDAGOGY AND EDUCATION

Period

Sem. 2A, Sem. 2B

Learning outcomes

PRE-SCHOOL
1. Knowledge and Understanding
By the end of the course the student will be able to:
- know the main stages of the evolution of pedagogical thought and of the main authors who have marked the history of pedagogy, especially those who have dealt with the nursery school;
- know the evolution of different education-training modalities throughout history;
- know the main theoretical models of education of the kindergarten established over time e the consequent educational-didactic practices;
- know the characteristics of the role of the educator in different periods;
- Know organizational and evaluative techniques of the school context of the kindergarten;
- know the evolution of the consideration of the "different" in the school system: from exclusion to inclusion.
2. Applying Knowledge and Understanding
At the end of the course the students will have to:
- Being able to critically compare the various educational models of the childhood school present in history, their complexity and current reality;
- be able to understand historical-pedagogical texts and to place them in time;
- be able to grasp the permanencies and absences in the current world in the evolution of pedagogical thought in order to bring out the lines of continuity that link the various eras;
- To be capable of a historical sense and of a scientific approach in reading the present and of contextualizing the various sources.
3. Making Judgments
At the end of the course the students will have to demonstrate:
- Ability to critically analyze historical educational models and to grasp the positive aspects of past and present;
- Ability to overcome prejudices and preconceptions of the present and the past;
- Possess the capacity for a scientific approach in historical-pedagogical research.
4. Communication Skills
At the end of the course the students will have to:
- Knowing how to consciously use the specific terms / concepts in their historical evolution;
- Knowing how to compose relationships in a correct way from the point of view of historical research;
- Knowing how to document what is produced in a precise and pertinent way.
5. Learning Skills
At the end of the course the students will have to:
- Being able to deal with historical research individually;
- To find historical sources and to know how to analyze them;
- To identify, in the various cultural and educational models present in history, reflections, methods and examples valid for their activity.

PRIMARY SCHOOL
1. Knowledge and Understanding
By the end of the course the student will be able to:
- Know the main stages of the evolution of pedagogical thought and of the main authors who have marked the history of pedagogy, especially those who have dealt with primary school;
- know the main theoretical models of education in the primary school established over time and the consequent educational-didactic practices that;
- know the evolution of different ways of teaching learning throughout history;
- know the characteristics of the master in different periods;
- Know organizational and evaluation techniques of the primary school context ;
- know the evolution of the consideration of the "different" in the school system: from exclusion to inclusion.
2. Applying Knowledge and Understanding
By the end of the course the student will be able to:
- critically compare the various educational models of primary school present in history, their complexity and current reality;
- understand historical-pedagogical texts and to place them in time;
- grasp the permanencies and absences in the current world in the evolution of pedagogical thought in order to bring out the lines of continuity that link the various eras;
- To be capable of a historical sense and of a scientific approach in reading the present and of contextualizing the various sources.
3. Making Judgments
At the end of the course the students will have to demonstrate:
- Ability to critically analyze historical educational models and to grasp the positive aspects of past and present;
- Ability to overcome some prejudices and preconceptions of the present and the past;
- Having the capacity for a scientific approach in historical-pedagogical research.
4. Communication Skills
At the end of the course the students will have to:
- Knowing how to consciously use the specific terms / concepts in their historical evolution;
- Knowing how to compose relationships in a correct way from the point of view of historical research;
- Knowing how to document what is produced in a precise and pertinent way.
5. Learning Skills
At the end of the course the students will have to:
- Being able to deal with historical research individually;
- To find historical sources and to know how to analyze them;
- To identify, in the various cultural and educational models present in history, reflections, methods and examples valid for their activity.



Program

Start and evolution of the Italian school from the end of the eighteenth century, especially the elementary school: the establishment of the state school; the usefulness of the school for all; teaching; the reform of Idealism; the teacher's training; teaching religion at school; textbooks; the kindergarten.
The twentieth century pedagogy.
New schools and the freedom of the pupil; authority and freedom at school; the value of experience in education.
Kindergarten and intergenerational relationship: an educational modality.
A teacher and his teaching: life, thought and educational commitment of Mario Mazza.

Reference texts
Author Title Publishing house Year ISBN Notes
John Dewey Esperienza ed educazione (tr. it. di E. Codignola) Milano Cortina 2014
Cambi Le pedagogie del Novecento 2005 pp. 1-95
Mario Gecchele Mario Mazza (1882-1959). Un esploratore dell'educazione PensaMultimedia 2018 9788867606108 Tutto il libro è da leggere per capire meglio il personaggio. Le domande riguarderanno le pagine: 1-119 e 325-490.
MARIO GECCHELE Momenti di storia dell'istruzione in Italia (Edizione 1) PENSA MULTIMEDIA 2014 978-88-6760-179-0

Examination Methods

3 How to test learning
- Learning will be evaluated in written mode, with open questions and predetermined space for the answers.
- There will be no difference in how to evaluate between participants and non-participants; Only consideration will be given to the commitment of those who are actively participating in any seminars with relationships and relationships.
- It will be evaluated in particular: knowledge of the main contents covered in the course; Grammatical correctness and logical argumentation; The ability to synthesize and to grasp the fundamental elements; The ability to re-elaborate.
- The assessment of the assessment test will take place in thirty-five and will be given by the written test.

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

Type D and Type F activities

Modules not yet included

Career prospects


Module/Programme news

News for students

There you will find information, resources and services useful during your time at the University (Student’s exam record, your study plan on ESSE3, Distance Learning courses, university email account, office forms, administrative procedures, etc.). You can log into MyUnivr with your GIA login details: only in this way will you be able to receive notification of all the notices from your teachers and your secretariat via email and soon also via the Univr app.

Stage e Tirocini

Le attività di tirocinio indirette e dirette, per complessive 600 ore pari a 24 crediti formativi universitari, come stabilito dal D.M. 249/2010, hanno inizio nel secondo anno di corso e si svolgono secondo modalità tali da assicurare un aumento progressivo del numero dei relativi crediti formativi universitari fino all'ultimo anno.
 
La struttura generale del tirocinio prevede:
- II annualità 100 ore di tirocinio pari a 4 CFU
- III annualità 100 ore di tirocinio pari a 4 CFU
- IV annualità 175 ore di tirocinio pari a 7 CFU
- V annualità   225 ore di tirocinio pari a 9 CFU.
 
Il tirocinio è seguito da insegnanti tutor coordinatori e da tutor organizzatori distaccati, rispettivamente a tempo parziale e a tempo pieno, presso il CdS. Esso prevede attività che si sviluppano secondo modalità di partecipazione periferica e modalità di partecipazione attiva: tali attività dovranno essere, adeguatamente documentate da parte dello studente e saranno supervisionate dai tutor competenti.
La frequenza alle attività di tirocinio è obbligatoria.
 

Documents

Title Info File
File pdf Regolamento pdf, it, 115 KB, 23/06/21

Progetto Dinamo corsi di formazione continua

I corsi del Progetto Dinamo sono una proposta di formazione continua per i/le docenti della scuola dell'infanzia e primaria in servizio elaborata dal Corso di Studi in Scienze della Formazione Primaria dell'Università di Verona.
La loro frequenza, in numero limitato, è aperta anche agli studenti di Scienze della formazione primaria.
L'iscrizione non comporta oneri per gli studenti.
Per i corsi di 8 ore sarà riconosciuto 1 CFU nei crediti liberi; per quelli di 16 ore i crediti liberi riconosciuti saranno 2.
Le modalità di iscrizione saranno comunicate e gestite tramite i rappresentanti degli studenti.

Documents

Title Info File
File pdf Progetto Dinamo 2022 pdf, it, 198 KB, 29/08/22

Gestione carriere


Linguistic training CLA


Practical information for students

Documents

Title Info File
File pdf 1 - Guida per lo studente - AGGIORNAMENTO 2022 pdf, it, 325 KB, 02/05/23
File pdf 2 - Guida per lo studente - AGGIORNAMENTO 2020 pdf, it, 212 KB, 02/05/23
File pdf 3 - Guida per lo studente - AGGIORNAMENTO 2013 pdf, it, 131 KB, 02/05/23

Student mentoring


Student login and resources


eTwinning

Il Corso di SFP di Verona fa parte del Gruppo Europeo per la formazione eTwinning per i futuri insegnanti – Initial Teacher Education (ITE). Seminari di presentazione della piattaforma e delle sue potenzialità, introduzione alla comunità e/o laboratori sull’uso della stessa sono proposti annualmente come parte integrante dei Laboratori di Lingua Inglese per la Professionalità Docente, e quindi come parte dell’offerta formativa; per il II anno anche con attività progettuale in lingua inglese, studente-studente o a piccoli gruppi.

Per il I anno, a partire dall’ A.A. 2017/2018 è stato realizzato con il supporto dell’USR Veneto e la collaborazione delle ambasciatrici eTwinning un incontro seminariale di presentazione della comunità e piattaforma eTwinning, come parte del Laboratorio di Lingua Inglese per la Professionalità docente. Gli studenti svolgono attività di ricerca e reperimento materiale nel portale eTwinning, studiano alcuni progetti considerati “buone pratiche” e si confrontano con una breve attività in piccolo gruppo sui primi passi di introduzione e orientamento ad un progetto eTwinning.  Solitamente sono coinvolti circa un centinaio di studenti.

Per il II anno, a partire dall’A.A. 2020/2021, è stato introdotto un Laboratorio eTwinning (12 ore – 1CFU) di progettualità didattica in lingua inglese. Gli studenti svolgono attività individuali all’interno della Comunità volte a costruire una rete di partner e cogliere ogni potenzialità offerta dalla piattaforma. Inoltre, viene proposta una simulazione progettuale, in piccoli gruppi, dall’introduzione dei partner alla valutazione e disseminazione dei risultati di un progetto eTwinning. Solitamente partecipano circa un centinaio di studenti. Al termine del modulo è richiesto un portfolio digitale in lingua inglese. I futuri docenti esercitano contemporaneamente competenze linguistiche, digitali e sociali facilmente riutilizzabili nella professione futura.

Per il V anno, a partire dal AA 2022/2023, è stato introdotto, all'interno del Laboratorio di Lingua Inglese, un Laboratorio eTwinning  di progettualità didattica con un altro ITE (12 ore – 1CFU).

Nell'a.a. 2022/2023 è stata attivata e realizzata una collaborazione con SFP - Università di Cagliari.

Nell'a.a. 2023/2024 si è attivata una collaborazione con l'Università di Castilla-La Mancha (Spagna).

Le attività realizzate sono state presentate durante il Coordinamento Nazionale  eTwinning ITE 

  • a Firenze il 17 e 18 marzo 2022 
  • e a Lecce il 15 e 16 maggio 2023 

https://etwinning.indire.it/formazione/initial-teachers-educatioin-formazione-iniziale-docenti/coordinamento-nazionale-ite/