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.

A.A. 2017/2018

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. IA Sep 25, 2017 Oct 28, 2017
Sem. IB Nov 13, 2017 Dec 16, 2017
Sem. IIA Feb 26, 2018 Apr 7, 2018
Sem. IIB Apr 23, 2018 May 30, 2018
Exam sessions
Session From To
Sessione Invernale Jan 22, 2018 Feb 23, 2018
Sessione Estiva Jun 11, 2018 Jul 20, 2018
Sessione Autunnale Aug 20, 2018 Sep 21, 2018
Holidays
Period From To
All Saints Day Nov 1, 2017 Nov 1, 2017
Immaculate Conception Dec 8, 2017 Dec 8, 2017
Christmas break Dec 22, 2017 Jan 7, 2018
Easter break Mar 30, 2018 Apr 3, 2018
Liberation Day Apr 25, 2018 Apr 25, 2018
Labour Day May 1, 2018 May 1, 2018
Patron Saint Day May 21, 2018 May 21, 2018
Republic Day Jun 2, 2018 Jun 2, 2018
Summer break Aug 13, 2018 Aug 18, 2018
Other Periods
Description Period From To
prima parte del primo semestre Lab. IA Oct 30, 2017 Nov 11, 2017
seconda parte del primo semestre Lab. IB Jan 8, 2018 Jan 20, 2018
prima parte del secondo semestre Lab. IIA Apr 9, 2018 Apr 21, 2018
seconda parte del secondo semestre Lab. IIB May 31, 2018 Jun 9, 2018

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 Enrolment FAQs

Academic staff

A B C G M N P
foto,  March 1, 2010

Agosti Alberto

alberto.agosti@univr.it +39 045802 8774

Bertinato Luciano

luciano.bertinato@univr.it +39 0458425168

Bianchi Edoardo

edoardo.bianchi@univr.it +39 045 802 8108

Covolan Federico

federico.covolan@univr.it 0458425210

Gecchele Mario

mario.gecchele@univr.it +39 045802 8651

Majorano Marinella

marinella.majorano@univr.it 0458028372

Migliorati Lorenzo

lorenzo.migliorati@univr.it 045802 8135

Nitti Paolo

paolo.nitti@univr.it

Picotti Michele

michele.picotti@univr.it

Pontrandolfo Stefania

stefania.pontrandolfo@univr.it 045 802 8483

Prandi Luisa

luisa.prandi@univr.it +39 045 802 8718

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 enrolment year.

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.




SPlacements in companies, public or private institutions and professional associations

Teaching code

4S006132

Coordinatore

Mario Gecchele

Credits

8

Scientific Disciplinary Sector (SSD)

M-PED/02 - HISTORY OF PEDAGOGY AND EDUCATION

Language

Italian

Period

Lab. IA, Sem. IA, Sem. IB

Learning outcomes

Infant’s school
Educational goals
Knowledge and understanding skills
At the end of the course the student will have to:
- To know the main stages of the evolution of pedagogical thinking and the main authors who have marked the history of pedagogy, especially those who have taken part in the school of childhood;
- To know the evolution of different modes of education and training throughout history;
- To know the main theoretical models of childhood education established over time and the resulting educational-didactic practices;
- To know the characteristics of the educator's role in different ages;
- To know organizational and evaluation techniques of the school context of the childhood;
- Know the evolution of the consideration of the "different" in the school system: from exclusion to inclusion.

Knowledge and understanding skills applied
At the end of the course the students will have to:
- Be able to critically compare the various educational models of the childhood school present in history, their complexity and current reality;
- Be able to understand texts of historical-pedagogical nature and to place them in time;
- To be able to grasp in the evolution of pedagogical thinking the persistances and absences in the present world to reveal the lines of continuity that bind the various ages;
- Being able to have a historical sense and a scientific approach in reading the present and contextualizing the various sources.

Judgment autonomy
At the end of the course students will have to demonstrate:
- Ability to critically analyze historical educational models and to capture the positive aspects of past and present;
- Ability to overcome prejudices and preconceptions of the present and of the past;
- Possess the capacity of a scientific approach to historical-pedagogical research.

Communicative Skills
At the end of the course the students will have to:
- Know how to consciously use the specific terms / concepts in their historical evolution;
- Know how to make relationships correctly from the point of view of historical research;
- Know how to document what is produced exactly and pertinently.

Ability to learn
At the end of the course the students will have to:
- be able to face historical research;
- 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, examples valid for their activity.

Primary School

Educational goals
Knowledge and understanding skills
At the end of the course the student will have to:
- To know the main stages of the evolution of pedagogical thinking and the main authors who have marked the history of pedagogy, especially those who have taken part in primary school;
- To know the main theoretical models of primary school education and the consequent educational-didactic practices;
- To know the evolution of different ways of teaching teaching throughout history;
- Know the characteristics of the master in different ages;
- To know organizational and evaluation techniques in the primary school primary school context;
- Know the evolution of the consideration of the "different" in the school system: from exclusion to inclusion.

Knowledge and understanding skills applied
At the end of the course the students will have to:
- Ability to critically compare the various educational models of primary school present in history, their complexity and current reality;
- Be able to understand texts of historical-pedagogical nature and to place them in time;
- To be able to grasp in the evolution of pedagogical thinking the persistances and absences in the present world to reveal the lines of continuity that bind the various ages;
- Being able to have a historical sense and a scientific approach in reading the present and contextualizing the various sources.

Judgment autonomy
At the end of the course students will have to demonstrate:
- Ability to critically analyze historical educational models and to capture the positive aspects of past and present;
- Ability to overcome some prejudices and preconceptions of the present and the past;
- Have the capacity for a scientific approach to historical-pedagogical research.

Communicative Skills
At the end of the course the students will have to:
- Know how to consciously use the specific terms / concepts in their historical evolution;
- Know how to make relationships correctly from the point of view of historical research;
- Know how to document what is produced exactly and pertinently.

Ability to learn
At the end of the course the students will have to:
- be able to face historical research;
- 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, examples valid for their activity.

Program

Infant’s school
Course contents
- The evolution of pedagogical thinking, starting from modernity; In particular the study of the twentieth century;
- The evolution of the history of the childhood school from the late eighteenth century to the present;
- The nineteenth and twentieth century didactic methodology, used in the school of childhood; The figure of the teacher-educator in history

Didactic methods
- Direct lessons on certain content;
- Reading and analyzing documents and historical sources in shared form;
- Group work and relations;
- Seminars.

Reference texts
M. Gecchele, History of Education in Italy, Pensa Multimedia, Lecce-Rovato, 2014.
F. Cambi, Pedagogues of the Twentieth Century, Laterza, Rome-Bari, 2005.
M. Gecchele, L. Meneghin, Intergenerational Dialogue as an Educational Practice. The Girotondo Age Center of the Age, ETS, Pisa, 2016.
J. Dewey, Experience and Education, New Italy, Florence, 1970 (Traceable at the Library of Palazzo Zorzi and Frinzi).

Primary School

Contents
- The evolution of pedagogical thinking, starting from modernity; In particular the study of the twentieth century;
- The evolution of the history of primary school from the late eighteenth century to the present;
- The nineteenth and twentieth century didactic methodology, used in primary school, especially from active school;
- The figure of the master-educator in history.

Didactic methods
- Direct lessons on certain content;
- Reading and analyzing documents and historical sources in shared form;
- Group work and relations;
- Seminars.

Reference texts
M. Gecchele, History of Education in Italy, Pensa Multimedia, Lecce-Rovato, 2014.
F. Cambi, Pedagogues of the Twentieth Century, Laterza, Rome-Bari, 2005.
M. Gecchele, L. Meneghin, Intergenerational Dialogue as an Educational Practice. The Girotondo Age Center of the Age, ETS, Pisa, 2016.
J. Dewey, Experience and Education, New Italy, Florence, 1970 (Traceable at the Library of Palazzo Zorzi and Frinzi).

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.

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.

Graduation


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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.
 

Attachments

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

Practical information for students


Further services

I servizi e le attività di orientamento sono pensati per fornire alle future matricole gli strumenti e le informazioni che consentano loro di compiere una scelta consapevole del corso di studi universitario.