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.
Study Plan
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 2025/2026The 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
Modules | Credits | TAF | SSD |
---|
Un insegnamento a scelta tra i seguenti
Un insegnamento a scelta tra i seguenti
Un insegnamento a scelta tra i seguenti
2° Year activated in the A.Y. 2015/2016
Modules | Credits | TAF | SSD |
---|
un insegnamento a scelta tra i seguenti
Un insegnamento a scelta tra i seguenti
Modules | Credits | TAF | SSD |
---|
Un insegnamento a scelta tra i seguenti
Un insegnamento a scelta tra i seguenti
Un insegnamento a scelta tra i seguenti
Modules | Credits | TAF | SSD |
---|
un insegnamento a scelta tra i seguenti
Un insegnamento a scelta tra i seguenti
Modules | Credits | TAF | SSD |
---|
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.
Theories and methods of educational planning (2014/2015)
Teaching code
4S000564
Teacher
Coordinator
Credits
9
Language
Italian
Scientific Disciplinary Sector (SSD)
M-PED/03 - METHODOLOGIES OF TEACHING AND SPECIAL EDUCATION
Period
Sem. IA, Sem. IB
Learning outcomes
THEORIES AND METHODS FOR EDUCATIONAL PLANNING (9 UNIVERSITY CREDITS)
Professor G. Messetti
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 in the planning educational interventions with medium complexities;
− knowledge (and competences) in the reflexive learning field in connection with professional practices.
Program/Contents
Professional profile and competences of the instructor
Planning 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 attending
1. Leone L., Prezza M., Costruire e valutare i progetti nel sociale, Franco Angeli, Milano, 2003
2. Lipari D., Valentini P., Comunità di pratica in pratica, Edizioni Palinsesto, Roma, 2013
3. one selected from the following:
− Bellucci M. T. (a cura di), Il Nido. Educazione e cura della prima infanzia, Carocci Faber, Roma, 2013
− 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
− Mortari L., Apprendere dall’esperienza, Carocci, Roma, 2004
− Oggionni F., La supervisione pedagogica, Franco Angeli, Milano, 2013
− Premoli S. (a cura di), Il coordinamento pedagogico nei servizi socioeducativi, Franco Angeli, Milano, 2008
− Regoliosi L., La strada come luogo educativo. Orientamenti pedagogici sul lavoro di strada, Unicopli, Milano, 2000
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)
Final interview
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.
Teaching materials e documents
-
SCHEDA (facoltativa) per la stesura della relazione sul libro a scelta (msword, it, 45 KB, 12/17/14)
-
SCHEDA PRESENTAZIONE PROGETTO EDUCATIVO (msword, it, 52 KB, 12/17/14)