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 |
---|---|---|
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 |
---|---|---|
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
![foto, May 1, 2021](https://docs.univr.it/documenti//Persona/foto/foto386478.jpg)
La Rana Adele
![foto1, June 18, 2020](https://docs.univr.it/documenti//Persona/foto/foto888828.png)
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.
Foundations and Teaching of Italian Literature (2021/2022)
Teaching code
4S006145
Credits
9
Language
Italian
Scientific Disciplinary Sector (SSD)
L-FIL-LET/10 - ITALIAN LITERATURE
The teaching is organized as follows:
Lezione
Laboratorio [Gruppo 1]
Laboratorio [Gruppo 2]
Laboratorio [Gruppo 3]
Laboratorio [Gruppo 4]
Learning outcomes
Obiettivi formativi modulo 1: FONDAMENTI DELLA LETTERATURA ITALIANA
Conoscenza e comprensione
SCUOLA DELL’INFANZIA
Course description and learning goals
The course aims at allowing students to attain basic methodological and epistemological mastery as far as literary text teaching at preschool and primary school is concerned. Students will learn the fundamentals of literary theory, in particular structural analysis and contextualization of literary texts.
Additionally, through this educational path students will be acquainted with the reading-related neurocognitive processes connected with text comprehension and interpretation. Students will clearly understand how literature enforces emotional competence, empathy and other mentalistic and prosocial insights, also favouring an intercultural vision of reality. In this sense attention will be focused on teaching updated didactic methods and tools suitable for reading literary texts, and on creating models of knowledge aimed at teaching. From this perspective literary text teaching will be connected with the field of developmental language processes, of mother tongue based language education and related skills.
These models will highlight the educational value of research in the field of literature, focusing on the interaction between different branches of knowledge and psycho-pedagogic competencies, which can promote correct professional practices.
SCUOLA PRIMARIA
Course description and learning goals
The course aims at allowing students to attain basic methodological and epistemological mastery as far as literary text teaching at preschool and primary school is concerned. Students will learn the fundamentals of literary theory, in particular structural analysis and contextualization of literary texts.
Additionally, through this educational path students will be acquainted with the reading-related neurocognitive processes connected with text comprehension and interpretation. Students will clearly understand how literature enforces emotional competence, empathy and other mentalistic and prosocial insights, also favouring an intercultural vision of reality. In this sense attention will be focused on teaching updated didactic methods and tools suitable for reading literary texts, and on creating models of knowledge aimed at teaching. From this perspective literary text teaching will be connected with the field of developmental language processes, of mother tongue based language education and related skills.
These models will highlight the educational value of research in the field of literature, focusing on the interaction between different branches of knowledge and psycho-pedagogic competencies, which can promote correct professional practices.
Conoscenza e capacità di comprensione applicate
SCUOLA DELL’INFANZIA
Course topics
Teaching italian language according to the National Guidelines provided in the ministerial decree No. 254 dated 16/11/2012 (Official Gazette No. 30 dated 05/02/2013). Literature and literariness. The text and the reader: from structuralism to aesthetics of reception.Factors of literary communication and text analysis. Literary institutes. Modular didactics with reference to didactics based on short modules and multimedia didactics. Literacy and cognitive processes. Neurocognitive processes connected with text reading, reading comprehension and reading interpretation. Objectives, goals, and contents of literary education in the curriculum of mother tongue teaching at pre-school and primary school. Anthological study of literary texts consistent with didactic approaches to preschool and primary education. Didactic strategies and methodologies suitable to approach literary texts in order to promote the attainment of reading competencies (analysis, comprehension, interpretation, and contextualization) coherent with educational psychology. Literature, didactics, and psychology: motivational, metacognitive, emotional, and intercultural aspects. Literature and anthropological approach: from the “surroundings” of text to its informed conscious fruition in the classroom and in the other settings connected with child education.
SCUOLA PRIMARIA
Course topics
Teaching italian language according to the National Guidelines provided in the ministerial decree No. 254 dated 16/11/2012 (Official Gazette No. 30 dated 05/02/2013). Literature and literariness. The text and the reader: from structuralism to aesthetics of reception.Factors of literary communication and text analysis. Literary institutes. Modular didactics with reference to didactics based on short modules and multimedia didactics. Literacy and cognitive processes. Neurocognitive processes connected with text reading, reading comprehension and reading interpretation. Objectives, goals, and contents of literary education in the curriculum of mother tongue teaching at pre-school and primary school. Anthological study of literary texts consistent with didactic approaches to preschool and primary education. Didactic strategies and methodologies suitable to approach literary texts in order to promote the attainment of reading competencies (analysis, comprehension, interpretation, and contextualization) coherent with educational psychology. Literature, didactics, and psychology: motivational, metacognitive, emotional, and intercultural aspects. Literature and anthropological approach: from the “surroundings” of text to its informed conscious fruition in the classroom and in the other settings connected with child education.
Obiettivi formativi modulo 2: DIDATTICA DELLA LETTERATURA ITALIANA
Conoscenza e comprensione
SCUOLA DELL’INFANZIA
Course description and learning goals
The course aims at allowing students to attain basic methodological and epistemological mastery as far as literary text teaching at preschool and primary school is concerned. Students will learn the fundamentals of literary theory, in particular structural analysis and contextualization of literary texts.
Additionally, through this educational path students will be acquainted with the reading-related neurocognitive processes connected with text comprehension and interpretation. Students will clearly understand how literature enforces emotional competence, empathy and other mentalistic and prosocial insights, also favouring an intercultural vision of reality. In this sense attention will be focused on teaching updated didactic methods and tools suitable for reading literary texts, and on creating models of knowledge aimed at teaching. From this perspective literary text teaching will be connected with the field of developmental language processes, of mother tongue based language education and related skills.
These models will highlight the educational value of research in the field of literature, focusing on the interaction between different branches of knowledge and psycho-pedagogic competencies, which can promote correct professional practices.
SCUOLA PRIMARIA
Course description and learning goals
The course aims at allowing students to attain basic methodological and epistemological mastery as far as literary text teaching at preschool and primary school is concerned. Students will learn the fundamentals of literary theory, in particular structural analysis and contextualization of literary texts.
Additionally, through this educational path students will be acquainted with the reading-related neurocognitive processes connected with text comprehension and interpretation. Students will clearly understand how literature enforces emotional competence, empathy and other mentalistic and prosocial insights, also favouring an intercultural vision of reality. In this sense attention will be focused on teaching updated didactic methods and tools suitable for reading literary texts, and on creating models of knowledge aimed at teaching. From this perspective literary text teaching will be connected with the field of developmental language processes, of mother tongue based language education and related skills.
These models will highlight the educational value of research in
Program
Prof. Giuseppe Longo, MA, MSc, PhD
Foundations and Teaching of Italian Literature (8-credit course and 1-credit course as far as the laboratory is concerned)
Academic Year 2021/2022 – Second Semester
Course topics
Teaching italian language according to the National Guidelines provided in the ministerial decree No. 254 dated 16/11/2012 (Official Gazette No. 30 dated February 5th, 2013), supplemented by the recent ministerial document “National Guidelines and New Scenarios” published on February 22nd, 2018. Literature and literariness. The text and the reader: from structuralism to aesthetics of reception.Factors of literary communication and text analysis. Literary institutes. Modular didactics with reference to didactics based on short modules and multimedia didactics. Literacy and cognitive processes. Neurocognitive processes connected with text reading, reading comprehension and reading interpretation. Objectives, goals, and contents of literary education in the curriculum of mother tongue teaching at pre-school and primary school. Anthological study of literary texts consistent with didactic approaches to preschool and primary education. Didactic strategies and methodologies suitable to approach literary texts in order to promote the attainment of reading competencies (analysis, comprehension, interpretation, and contextualization) coherent with educational psychology. Literature, didactics, and psychology: motivational, metacognitive, emotional, and intercultural aspects. Literature and anthropological approach: from the “surroundings” of text to its informed conscious fruition in the classroom and in the other settings connected with child education.
Methods of instruction
Lectures offered by proposing either presentations or discussions.
Textbooks, reading, and materials
Class notes and materials are listed in the aforementioned bibliography in Italian.
For further information on this syllabus and more, please contact Prof. Giuseppe Longo after lectures or at giuseppe.longo@univr.it
Examination Methods
The final exam will be based on multiple choice questions, closed questions, and essay questions which will concern the main topics covered by the course (unless otherwise instructed as far as the pandemic is concerned: any changes will be communicated in time to students). The grades are on a scale of 30 and the criteria for evaluation of the students’ performance will take into consideration their academic achievement as far as knowledge, skills, and competences are concerned when compared with learning goals.
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.
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 |
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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
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pdf, it, 198 KB, 29/08/22 |
Gestione carriere
Linguistic training CLA
Practical information for students
Documents
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pdf, it, 325 KB, 16/07/24 |
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pdf, it, 212 KB, 02/05/23 |
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pdf, it, 131 KB, 02/05/23 |
Student mentoring
Student login and resources
Graduation
Documents
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pdf, it, 434 KB, 07/02/24 |
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pdf, it, 419 KB, 12/07/24 |
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pdf, it, 142 KB, 05/07/24 |
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pdf, it, 145 KB, 05/07/24 |
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
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