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.
Type D and Type F activities
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 Psicologia per la formazione - Enrollment from 2025/2026Per garantire questo fine, si invitano gli studenti a rispettare le seguenti indicazioni per il completamento di tale ambito:
- almeno un’attività formativa erogata come esame universitario (con relativo voto in trentesimi) selezionato tra le attività del proprio piano non seguite in precedenza o fra gli insegnamenti dei CdLM del Dipartimento di Scienze Umane;
- massimo 6 cfu relativi a competenze linguistiche (oltre a quelli previsti dal PdS);
- massimo 6 cfu relativi a competenze informatiche (oltre a quelli previsti dal PdS);
- massimo 4 cfu di tirocinio, (oltre a quelli previsti dal PdS);
- massimo 6 cfu di attività laboratoriale/esercitazioni (compresi quelli previsti nei PdS per l’ambito) di regola viene riconosciuto 1 cfu ogni 25 ore di attività;
- massimo 6 cfu di attività seminariale/convegni/cicli di incontri/formative in genere (sia accreditata dal Dipartimento di Scienze Umane che extrauniversitaria) – di regola viene riconosciuto 1 cfu ogni 8 ore di partecipazione e/o 2 giornate salvo diversamente deliberato;
- non vengono valutate attività svolte in Erasmus non inserite nei Learning Agreement.
COMPETENZE TRASVERSALI
Scopri i percorsi formativi promossi dal Teaching and learning centre dell'Ateneo, destinati agli studenti iscritti ai corsi di laurea, volti alla promozione delle competenze trasversali:
https://talc.univr.it/it/competenze-trasversali
| years | Modules | TAF | Teacher |
|---|---|---|---|
| 1° 2° | Learning and communication in educational settings: planning of interventions | D |
Daniela Raccanello
(Coordinator)
|
| 1° 2° | What paradigms beyond the pandemic? | D |
Paola Dal Toso
(Coordinator)
|
| 1° 2° | The contagion and the cure. The world after the virus | D |
Carlo Chiurco
(Coordinator)
|
| 1° 2° | Summer School: Human Sciences and Society - (HSaS) | D |
Massimiliano Badino
(Coordinator)
|
| 1° 2° | The ethics and aesthetics of the image | D |
Gianluca Solla
(Coordinator)
|
| years | Modules | TAF | Teacher |
|---|---|---|---|
| 1° 2° | What paradigms beyond the pandemic? | D |
Paola Dal Toso
(Coordinator)
|
| 1° 2° | The contagion and the cure. The world after the virus | D |
Carlo Chiurco
(Coordinator)
|
| 1° 2° | Laboratorio “Calendario di Memoria Civile – Giornata della Memoria” | D |
Olivia Guaraldo
(Coordinator)
|
| 1° 2° | Eros and Polis ”and“ In the name of Tiresias: Subjectivation, transit, sexuation | D |
Matteo Bonazzi
(Coordinator)
|
| years | Modules | TAF | Teacher |
|---|---|---|---|
| 1° 2° | Introduction to robotics for humanities students | D |
Paolo Fiorini
(Coordinator)
|
| years | Modules | TAF | Teacher |
|---|---|---|---|
| 1° 2° | "Common world. 2022 Arendt Seminars | D |
Ilaria Possenti
(Coordinator)
|
| 1° 2° | Restorative Justice | D |
Cristina Lonardi
(Coordinator)
|
| 1° 2° | New Working Times and Workplaces and Skills Development for Techno-Stress Resilience and Focus Group | D |
Margherita Pasini
(Coordinator)
|
| 1° 2° | Group Psychology and the Analysis of the Ego, a hundred years later: social bond and new forms of subjectivation. | D |
Matteo Bonazzi
(Coordinator)
|
| 1° 2° | The contagion and the cure. The world after the virus | D |
Carlo Chiurco
(Coordinator)
|
| 1° 2° | Workshop for communication mediator "A bridge for wellbeing" | D |
Margherita Pasini
(Coordinator)
|
| 1° 2° | Eros and Polis ”and“ In the name of Tiresias: Subjectivation, transit, sexuation | D |
Matteo Bonazzi
(Coordinator)
|
| years | Modules | TAF | Teacher |
|---|---|---|---|
| 1° 2° | "Common world. 2022 Arendt Seminars | D |
Ilaria Possenti
(Coordinator)
|
| 1° 2° | New Working Times and Workplaces and Skills Development for Techno-Stress Resilience and Focus Group | D |
Margherita Pasini
(Coordinator)
|
| 1° 2° | Partecipated justice and reforms. The settlement of conflicts with people and for people | D |
Cristina Lonardi
(Coordinator)
|
| 1° 2° | Eros and Polis ”and“ In the name of Tiresias: Subjectivation, transit, sexuation | D |
Matteo Bonazzi
(Coordinator)
|
Educational research methods in training contexts (2021/2022)
Teaching code
4S007373
Teacher
Coordinator
Credits
9
Language
Italian
Scientific Disciplinary Sector (SSD)
M-PED/04 - EDUCATIONAL RESEARCH
Period
Sem. 2A, Sem. 2B
Learning outcomes
The course aims to describe the main lines of the transition from research orientations that move in a objectivistic and rationalistic framework to mostly qualitative approaches turned to open and recursive forms of research; the course intends to let students understand the main features of a transformative and ethnographic approach, connecting them to educational contexts. By the end of the course students will be able to: - identify some relevant qualitative research on vocational education and training in the major search engines and in academic sites; - know and understand the review criteria used in the peer review procedures of qualitative research articles; - critically analyse these research works; - know and understand the main features of transformative and ethnographic research methods, linking them to a concrete research process in educational contexts; - design the main elements of a qualitative research work, starting from a real or simulated educational context.
Program
The course aims to describe the main lines of the transition from research orientations that move in a objectivistic and rationalistic framework to mostly qualitative approaches turned to open and recursive forms of research; the course intends to let students understand the main features of a transformative and ethnographic approach, connecting them to educational contexts. By the end of the course students will be able to: - identify some relevant qualitative research on vocational education and training in the major search engines and in academic sites; - know and understand the review criteria used in the peer review procedures of qualitative research articles; - critically analyse these research works; - know and understand the main features of transformative and ethnographic research methods, linking them to a concrete research process in educational contexts; - design the main elements of a qualitative research work, starting from a real or simulated educational context.
SYLLABUS
The course will develop the following thematic cores:
- Quantitative research and qualitative research: from opposition to complementarity?
- the process of doing research: identification of the research question, collection, analysis, and interpretation of data;
- research and training: the formative value of research processes;
- the epistemological horizons of doing ethnographic research on the analysis of educational practices in the training sector;
- approaches and tools of qualitative research for the analysis of training practices: examples;
- the main resources for educational research in the educational field: research centers, journals.
Bibliography
Examination Methods
ORAL examination with
• 3 essay questions to assess the acquired knowledge (up to 12 points)
• one presentation of a selected article (up to 8 points)
• one question to assess deep understanding (up to 10 points)
