Teaching code

4S000559

Teacher

Marco Ubbiali

Coordinator

Marco Ubbiali

Credits

9

Language

Italian

Scientific Disciplinary Sector (SSD)

M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION

Period

Sem. 2A, Sem. 2B

Courses Single

Authorized

Lessons timetable Moodle Seminars 0

Learning objectives

Knowledge and understanding
1.The students should be able to know and understand the essence of the epistemology of the qualitative research in educative contexts.
2.The students should be able to know and understand the specificity of the qualitative research in its paradigmatic, epistemological, philosophical and methodological aspects.
3.The student must be able to assume the posture of research as a fundamental competence of the pedagogical profession, in order to build heuristic practices capable of understanding the contexts and improving the quality of services.

Applying knowledge and understanding
1.The students should be able to project experiences of qualitative research contextualized in educative contexts.
2.The students should be able to create an interconnection between theoretical elements and empirical data.
3.The students must be able to take the results of the research in order to implement the quality of the services.

Prerequisites and basic notions

Students will be required to have the following prerequisite: knowledge of research paradigms and methods, in particular those that fall within the ecological paradigm.

Program

The course takes as its fundamental reference point scientific literature and international guidelines that consider research skills to be necessary for the pedagogical profession.
From the pragmatic perspective adopted here, educational knowledge is action-oriented and always contextual: it therefore requires the ability to interpret the specific contexts in which phenomena occur. Heuristic skills, particularly those related to the ecological paradigm and qualitative approaches, enable a deep understanding of the specificities of contexts, the analysis of training needs, and the design and evaluation of educational experiences.
The aim of the course is therefore to equip students of the Degree Course in Pedagogical Sciences with the epistemological skills necessary to design and implement research projects with a deep awareness of the directions of meaning of heuristic action.
While devoting ample space to practical translation, the exemplification of heuristic processes, and the construction of realistic hypotheses with students through workshops, the course, as a second-level course, aims to deepen the theory of research capable of guiding empirical investigation processes.
To this end, the theoretical foundations of qualitative research epistemology, an approach to research considered most consistent with pedagogical practice, will be explored in depth:
• knowledge of the main orientations of qualitative research;
• knowledge of the paradigmatic junctures, philosophies, methods, and strategies of research;
• knowledge of the dynamics necessary to develop qualitative research in educational contexts;
• understanding of the specificity of research that is educational in nature;
• understanding of the role of qualitative research in the development of innovative processes in educational contexts;
• understanding of the ethical issues inherent in research.
These contents are systematized in L. Mortari's book “Cultura della ricerca e pedagogia” (Culture of Research and Pedagogy).
The innovative Empirical Phenomenological Method developed by Mortari, which is the specific subject of the book “Fenomenologia empirica” (Empirical Phenomenology), will be explored in depth. This book offers a solid epistemological reflection and a rigorous guide for the analysis of phenomenological data.
The course will also present, as an example for practical purposes, a research framework focusing on comprehensive sexuality education, a topic of contemporary pedagogical debate that requires theoretical sensitivity, planning and heuristic skills in order to test pilot educational programs. This proposal is the subject of M. Ubbiali's book “Sexuality Education a scuola. Prospettive pedagogiche in dialogo con la letteratura internazionale”.

Bibliography

Didactic methods

The course will alternate between lectures, during which the fundamental theoretical concepts will be explored in depth, and workshop-style teaching activities that will allow students to practice designing qualitative research projects in the field of education. Some time will be dedicated to personal meta-reflection, which allows students to understand and take care of their own mental life, a fundamental aspect of learning.
The course will focus on building a collaborative atmosphere, creating a “Laboratory of research and reflection practices” necessary for good pedagogical research.

Learning assessment procedures

The assessment of learning will be done through a written test with open questions on the topics related to the texts studied and the practices examined. The test lasts two hours.

Evaluation criteria

Students must demonstrate that they:
• understand the relevant elements that form the basis of qualitative research;
• know how to critically analyse a research project;
• be able to present the specificities of phenomenological research with precision and the ability to summarise.

Criteria for the composition of the final grade

The tests will be evaluated taking into account the correctness of the content, the ability to communicate effectively and the quality of the written composition. The grade is in thirtieths.

Exam language

italiano *For Erasmus and international students: English (subject to prior agreement with the instructor)