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 in Scienze psicologiche per la formazione - Enrollment from 2025/2026

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

ModulesCreditsTAFSSD
9
A
M-PED/01
Foreign language B1 level
6
E
-

2° Year  activated in the A.Y. 2021/2022

ModulesCreditsTAFSSD
1 module between the following
1 module between the following
6
C
M-FIL/03
1 module between the following

3° Year  activated in the A.Y. 2022/2023

ModulesCreditsTAFSSD
1 module between the following
1 module among the following
6
C
IUS/07
Training
9
F
-
Final exam
6
E
-
activated in the A.Y. 2021/2022
ModulesCreditsTAFSSD
1 module between the following
1 module between the following
6
C
M-FIL/03
1 module between the following
activated in the A.Y. 2022/2023
ModulesCreditsTAFSSD
1 module between the following
1 module among the following
6
C
IUS/07
Training
9
F
-
Final exam
6
E
-
Modules Credits TAF SSD
Between the years: 1°- 2°- 3°

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.




S Placements in companies, public or private institutions and professional associations

Teaching code

4S007353

Coordinator

Domenico Lipari

Credits

9

Language

Italian

Scientific Disciplinary Sector (SSD)

M-PED/04 - EDUCATIONAL RESEARCH

Period

Sem. 2A, Sem. 2B

Learning outcomes

By the end of this module, students that will have followed the proposed activities will be able of * knowing, in their main lines, the different contexts of vocational education and training in Italy, * reflecting critically on the meaning of concepts such as didactics, work, training, learning, and on their relationship; * understanding the existing link between culture of work and culture of education; * grasping the existing link between analysis of work practices, training and narration; * analysing work practices which are been narrated; * describing the main features of the professional practices of experts operating in training and education; * describing the main features of a model of "training didactics" inspired by a transformative approach; * connecting the topics to real or simulated educational contexts * reflecting on the course by developing awareness of the implemented learning processes. SPECIFIC TRAINING OBJECTIVES - to know, in their main features, the different contexts of the VET in Italyi; - to critically reflect on the meaning of such concepts as didactics, work, training and learning; - to see the relationships between work practices, training and storytelling; - to describe the main characteristics of a model of “didactics for training” inspired by e reflective rationality and meant to bea way of putting in words the knowledge of experience; - to analyze work practices by using a narrative approach; - to focus on the main characteristics of the practices which are typical of the various professional figures working in different training contexts; - to apply the learned knowledge in real or simulated training contexts; - to establish relationships between the topics and some some real training contexts; - to reflect on the course in order to develop awareness about the activated learning processes.

Program

GENERAL GOALS 1) Knowing and understanding theories about people's behaviour at work and organisations, including their motivations, satisfaction and well-being; 2) Know and understand theories about the learning and formation of individuals in the life cycle; 3) Know and understand the theories that support the processes and techniques of learning, training and development of individuals and different working communities; 4) Apply training methodologies and techniques to the analysis of learning processes to vocational training and the development of practical communities.
SPECIFIC GOALS - Critically reflecting on the meaning of concepts such as teaching, work, training, organization, learning - grasping the link between analysis of working practices, training and storytelling; - describe the main characteristics of a model of "training didactics" inspired by a reflective rationality and intended as an accompaniment to the wording of the knowledge of experience; - analyze work and organisational practices using an ethnographic and narrative approach; - identify the main characteristics of the typical practices of the various professionals working in different educational contexts; - apply acquired knowledge to real or simulated training contexts; - to work links between the topics addressed and some concrete training contexts; - reflect on the path by developing awareness with respect to the learning processes put in place.
Program
The "Training Teaching" course will revolve around the following thematic cores, to which are, to a large extent, also refer to the texts indicated:

1) Training education
- definitions of teaching;
- the fields of educational reflection;
- vocational training and adult training;
- the teaching practice between education and learning: "beyond classroom" methods.

2) Work, organizations, learning
- work culture and training culture;
- work as a fundamental human activity, which gives shape;
- the question of the learning-work relationship;
- work as a place and learning device;
- organisations as a learning context;
- communities of practice as a social learning context.

3) Ethnography of training, and storytelling
- the fundamentals of the ethnographic approach;
- ethnography as research and as a narrative;
- the narrative between teaching practice and epistemology;
- the ethnographic and narrative approach in the analysis of working practices;
- storytelling as a way of understanding professional action deeply;
- professional competence according to Primo Levi.

4) Training practices
- analysis of training practices: needs analysis, design, evaluation;
- the figure of the trainer;
- the professional knowledge of the trainer;

Reference texts
Author Title Publishing house Year ISBN Notes
Lipari, D. Dentro la formazione. Etnografia, pratiche, apprendimento Guerini 2016 9788868960773
Levi, P. La chiave a stella Einaudi 1978
TACCONI, G. (2011). La didattica al lavoro (Edizione 1) Milano, FrancoAngeli 2011 9788856846034
LIPARI D., VALENTINI P. Pratiche di comunità di pratica (Edizione 1) PM Edizioni, Varazze (SV) 2021 Varazze (SV), IT
Lipari, D. Storie di formatori. Esperienza, apprendimento, professione Franco Angeli 2014 9788891705372
TACCONI, G. TACCONI G. (2016), Il mestiere del formatore secondo Primo Levi, in «Rassegna CNOS», n. 2 Rassegna CNOS, 2 2016
AA. VV. XIV tesi sull’apprendimento, speciale della rivista “Formazione & cambialento” (Edizione 15) 2020

Examination Methods

The overall assessment of course learning will take place – for students/students/students attending and not – by analysing the results of two tests:
- PORTFOLIO OF STUDENT: It will be positively assessed if it respects explicit deliveries in the classroom and in the online space dedicated to teaching and presents personal reflections on the themes developed during the course and the processes activated. (up to 10 points);
- WRITTEN TRY: three questions of CONOSCENCE (each answer will be positively evaluated if correct, supported by evidence and supported by explicit references to the texts indicated as mandatory for examination) (up to 12 points); A question of COMPRENSIONE (the answer is positively evaluated if it highlights links between the various topics addressed and/or between these and concrete training contexts, real or simulated; it reflects in-depth ideas, contains operational insights and shows a critical and original thinking on the topics addressed) and a question of meta-reflection on the course (up to 8 points).

NB: Students who fail to submit the paper will have to answer a set of additional questions

Students with disabilities or specific learning disorders (SLD), who intend to request the adaptation of the exam, must follow the instructions given HERE