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.
Course calendar
The Academic Calendar sets out the degree programme lecture and exam timetables, as well as the relevant university closure dates..
Period | From | To |
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Sem. 1A | Sep 28, 2020 | Oct 31, 2020 |
Sem. 1B | Nov 16, 2020 | Dec 23, 2020 |
Sem. 2A | Feb 15, 2021 | Mar 20, 2021 |
Sem. 2B | Apr 12, 2021 | May 15, 2021 |
Session | From | To |
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Sessione d'esame invernale | Jan 18, 2021 | Feb 13, 2021 |
Sessione d'esame estiva | Jun 7, 2021 | Jul 24, 2021 |
Sessione d'esami autunnale | Aug 23, 2021 | Sep 18, 2021 |
Period | From | To |
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Festa di Ognissanti | Nov 1, 2020 | Nov 1, 2020 |
Festa dell'Immacolata | Dec 8, 2020 | Dec 8, 2020 |
Vacanze di Natale | Dec 24, 2020 | Jan 6, 2021 |
Vacanze di Pasqua | Apr 2, 2021 | Apr 6, 2021 |
Festa della liberazione | Apr 25, 2021 | Apr 25, 2021 |
Festa del lavoro | May 1, 2021 | May 1, 2021 |
Festa del Santo Patrono | May 21, 2021 | May 21, 2021 |
Festa della Repubblica | Jun 2, 2021 | Jun 2, 2021 |
Vacanze estive | Aug 9, 2021 | Aug 15, 2021 |
Description | Period | From | To |
---|---|---|---|
Laboratori insegnamenti 1A | Lab. 1A | Nov 2, 2020 | Nov 14, 2020 |
Laboratori insegnamenti 1B | Lab. 1B | Jan 7, 2021 | Jan 16, 2021 |
Laboratori insegnamenti 2A | Lab. 2A | Mar 22, 2021 | Apr 1, 2021 |
Laboratori insegnamenti 2B | Lab. 2B | May 17, 2021 | May 29, 2021 |
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.
Academic staff
Ganzerla Luca Giovanni Michelangelo

Migliorati Lorenzo
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.
1° Year
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2° Year activated in the A.Y. 2021/2022
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3° Year activated in the A.Y. 2022/2023
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4° Year activated in the A.Y. 2023/2024
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English laboratory 4th year
5° Year activated in the A.Y. 2024/2025
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English laboratory 4th year
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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.
Children's Literature (2022/2023)
Teaching code
4S00989
Credits
9
Language
Italian
Scientific Disciplinary Sector (SSD)
M-PED/02 - HISTORY OF PEDAGOGY AND EDUCATION
The teaching is organized as follows:
Lezione
Laboratorio [Gruppo 1]
Laboratorio [Gruppo 2]
Laboratorio [Gruppo 3]
Laboratorio [Gruppo 4]
Learning objectives
A) Knowledge and comprehension
KINDERGARTEN: - Knowledge of the discipline: 1) definition; 2) fields and sectors; 3) epistemology; 4) the functions of Children’s Literature during pre-school age. - Knowledge and understanding of: 1) national and international picturebooks and illustrated books (features and theoretical aspects); 2) fairy tales (formal features, topics, adaptations, re-writings). - Knowledge of the most significant classical and contemporary picturebook makers. - Knowledge and understanding of: 1) the appropriate selection criteria for quality children’s books; 2) theoretical frameworks, targets, literacy promotion methods with the objective of educating future readers. - Knowledge and understanding of read-aloud functions, features and techniques (with special reference to expressive-literary performance).
PRIMARY SCHOOL - Knowledge of the discipline: 1) definition; 2) fields and sectors; 3) epistemology; 4) the main features of historical children’s literature aimed at interpreting contemporary children’s books.
- Knowledge and understanding of: 1) the new educational and formative role of children’s literature; 2) the features of the best national and international contemporary children’s literature: trends, topics, characters, values, implicit and symbolic meanings, stylistic quality; 3) national and international picturebooks and illustrated books (features and theoretical aspects); 4) fairy tales (formal features, topics, adaptations, re-writings); 5) the definition of a “classic”, of its features and of appropriate reading-strategies for a selection of significant authors and titles; 6) contemporary national editorial products for children (strengths and weaknesses).
- Knowledge and understanding of pedagogy and reading promotion: theoretical framework, general and specific targets, methods in line with the most important international and national research.
B) Knowledge and applied comprehension practice
KINDERGARTEN:- Identifying a quality or commercial picturebook, according to a set of scientific criteria (i.e. artistic, literary, psycho-pedagogical) applied to its verbal and visual contents. - Identifying the best illustrated or non-illustrated versions of fairy tales and the best adaptations and rewritings. - Reading different narrative texts aloud in an expressive and interpretative way, avoiding excessively emphatic interpretations. - Identifying the most suitable post-reading activities available after read-aloud sessions, in order to promote reading and educate motivated and critical readers. - Evaluating and planning reading projects according to multidisciplinary and interdisciplinary scientific criteria (i.e. literary and psycho-pedagogical). - Advising colleagues and parents about the new functions of children’s literature and the identification criteria for good children’s books.
PRIMARY SCHOOL - Applying scientific, literary and psycho-pedagogical criteria to identify: 1) good picturebooks, fiction books, children’s poetry books for the 6-10 age-range; or 2) poor quality, highly standardized and stereotyped commercial books. - Reading and re-reading texts with an expressive and interpretative approach based on specific textual features. - Selecting literary activities and educational games aimed at stimulating a deep interpretation and comprehension of the texts. - Interpreting the legislation dealing with Children’s literature and reading Pedagogy. - Advising colleagues and parents about the new functions of children’s literature and the identification criteria for good children’s books.
C) Making judgements KINDERGARTEN - Knowledge and understanding of quality picutrebooks and critical aspects of contemporary national pre-school editorial products (strengths and weaknesses), both in terms of verbal and visual narration. - Assessing different read-aloud performances carried out by adults. - Assessing early literacy and reading projects. - Self-evaluating one’s performance with reflective posture through different techniques, including group discussions and audio recordings.
PRIMARY SCHOOL - Knowledge and understanding of quality children’s literature and critical aspects of contemporary national editorial products (strengths and weaknesses), both in terms of verbal visual narration. - Selecting quality children’s narrative texts and identifying possible adaptation options. - Assessing different read-aloud performances carried out by adults. - Assessing literacy and reading projects. - Self-evaluating one’s performance with reflective posture through different techniques, including group discussions and audio recordings.
D) Communication skills
KINDERGARTEN - Using appropriate technical terminology to deal with single works of fiction (especially picturebooks), and, in general, with pedagogy and the promotion of reading. - Carefully listening to children’s needs and reading interests. - Introducing and explaining reading projects to colleagues and parents.
PRIMARY SCHOOL - Using appropriate technical terminology to deal with single works of fiction (especially picturebooks), and, in general, with pedagogy and the promotion of reading. - Carefully listening to children’s needs and reading interests. - Introducing and explaining reading projects to colleagues and parents.
E) Learning skills
KINDERGARTEN- Researching paper and digital sources to find: 1) fiction works and illustrated books to be included in projects; 2) information to create effective, theoretically grounded educational projects. - Adapting projects in a flexible way, according to children’s interests, needs, emotions, and cognitive abilities. PRIMARY SCHOOL - Researching paper and digital sources to find: 1) fiction works and illustrated books to be included in projects; 2) information to create effective, theoretically grounded educational projects. - Adapting projects in a flexible way, according to children’s interests, needs, emotions, and cognitive abilities.
Prerequisites and basic notions
Basic knowledge: A) Children’s History; Pedagogy and School History; B) Pedagogy; C) Developmental Psychology; D) Literature; E) general knowledge about Art, History and Society.
Program
The course includes two parts.
The first part deals with Children’s Literature and the topics are: definitions, features (style, topics, characters), historical evolution and new educational functions of Children’s Literature; a selection of fundamental books (“Pinocchio”, fairytales,…) and authors (Collodi, Lindgren, Dahl, Munari, Ungerer, Milani, Morpurgo…) of the past and of the present; opportunities and threats of different editorial products.
The second part deals with Pedagogy of reading and aims at creating motivated and critical readers through the best Children’s Literature. The topics are: the reading crisis in Italy, in the contemporary multimodal society and in the Digital Era; the metamorphosis of the reader and the new reading needs of children and young adults; problematic aspects of reading promotion projects inside and outside the school environment in Italy; a new promotion paradigm: literacy promotion purposes, features, and phases through the best Children’s books; literacy promotion methods and strategies to achieve motivation and critical reading; analytical methods and strategies for the selection of the most suitable books and media (picturebooks, fairy tales, novels and poems) destined to different age groups (pre-school and primary school).
Bibliography
Didactic methods
COURSE DELIVERY METHODS
Lectures are conducted in presence of the Professor, and they are predominantly frontal.
Some sessions include the presence of guest speakers and experts. Every lecture is recorded and made available for a limited time on Moodle.
TEACHING METHODS
Lectures are predominantly frontal, with moments of discussion, case studies and read-aloud sessions.
PLEASE NOTE: lectures cover the fundamental parts of the programme. Students are expected to autonomously complete the required reading list.
The standard lesson plan will be integrated with supplementary materials, shared by the Professor on Moodle (e.g. integrative video lectures, video tutorials, research material, links).
Learning assessment procedures
The exam consists of a two-hour written test with a mix of semi-open and open questions. Each student is also expected to produce a short report about a book (chosen from a selection provided by the professor), based on the criteria and techniques discussed during the course. The present programme is valid for one academic year 2022/2023, i.e. until September 2023. There is no difference between attending and distance-learning students, but attendance is strongly recommended, whenever possible, so that students may experience and contribute to the workshop-based teaching.
Evaluation criteria
The exam covers the contents of the required readings. Students are expected to select relevant contents and produce a clear and exhaustive analysis and discussion.
Criteria for the composition of the final grade
FINAL GRADE
The final grade corresponds to the weighted average of the grades received in the written examination and in the workshop. 1 / 1.3 extra marks may be added for a complete and relevant book report.
No distinction is made between attending students and non-attending students.
Exam language
ITALIANO
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 also via the Univr app.
Materiale informativo per il Welcome Day delle matricole
Il Welcome Day delle matricole del CdS in Scienze della Formazione Primaria di Verona è l’avvio del percorso di studi. Il Presidente del CdS, a nome del Collegio didattico, nell’accogliere le matricole presenta le scelte formative e la specificità del percorso di Verona.
In particolare vengono illustrati i seguenti documenti:
-Profilo sintetico e specificità del CdS di Scienze della Formazione Primaria dell’Università di Verona: principi orientativi e azioni formative
-Carta Etica
-infografiche (Evoluzione temporale del CdS di SFP; struttura del CDS: interdipendenza positiva fra i diversi elementi costitutivi; Bilanciamento della proposta formativa verso la professione; percorso di tirocinio (4 e 5 annualità del CdS) modello Service Learning)
-Carta dei rappresentanti degli studenti di ogni annualità
-Progetto LIMEN (proposte di orientamento in ingresso per gli studenti del 1 anno)
-Regolamento di tirocinio
Documents
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Modalità e sedi di frequenza
La frequenza non è obbligatoria.
Maggiori dettagli in merito all'obbligo di frequenza vengono riportati nel Regolamento del corso di studio disponibile alla voce Regolamenti nel menu Il Corso. Anche se il regolamento non prevede un obbligo specifico, verifica le indicazioni previste dal singolo docente per ciascun insegnamento o per eventuali laboratori e/o tirocinio.
Non è consentita l'iscrizione a tempo parziale. Per saperne di più consulta la pagina Possibilità di iscrizione Part time.
La sede di svolgimento delle lezioni e degli esami è la seguente:
- Polo Zanotto (vicino si trova il Palazzo di Lettere)
- Palazzo ex Economia
- Polo Santa Marta
- Istituto ex Orsoline
- Palazzo Zorzi (Lungadige Porta Vittoria, 17 - 37129 Verona)
- Chiostro Santa Maria delle Vittorie, Lungadige Porta Vittoria, 41
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.
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Gestione carriere
Linguistic training CLA
Practical information for students
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Student mentoring
-prof. Claudio Girelli (Programme Leader);
- prof. Roberta Silva;
- prof. Alessia Bevilacqua;
-prof. Federica Valbusa;
- prof. Fabio Vicini
Student login and resources
Graduation
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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 dall' A.A. 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).
Nell'a.a. 2024/2025 si è attivata una collaborazione con l'Università della Macedonia (Grecia).
Le attività realizzate sono state presentate durante il Coordinamento Nazionale eTwinning ITE:
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a Firenze il 17 e 18 marzo 2022
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a Lecce il 15 e 16 maggio 2023
- a Napoli il 16 e 17 maggio 2024
L’Università di Verona, insieme ad altre 11 università italiane, ha ottenuto la certificazione per l’eTwinning ITE (Initial Teacher Education) Award 2024 in due diverse delle macro-aree previste; la seconda si riferisce specificatamente al lavoro del V anno di SFP:
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Università degli Studi di Verona: in 1) Integrazione di eTwinning nel curricolo; 2) Sviluppo e implementazione di progetti eTwinning
Il Premio costituisce il riconoscimento per l’impegno profuso nella diffusione dell’iniziativa eTwinning ITE, nell’integrazione di eTwinning dei programmi di studio, nell’implementazione di progetti e nella ricerca su eTwinning. Sempre più numerosi sono gli Atenei che hanno ampliato e documentato le competenze e le attività nei diversi ambiti previsti, e partecipare alla candidatura ITE Award costituisce un’ulteriore occasione di approfondimento e confronto del mondo eTwinning nella formazione dei futuri insegnanti.
La pubblicazione dei risultati è disponibile anche sul sito eTwinning ai seguenti link: https://etwinning.indire.it/news/formazione-per-futuri-docenti-etwinning-12-gli-atenei-italiani-certificati-per-lite-award-2024/ e https://etwinning.indire.it/premi-e-riconoscimenti/ite-award/
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