Erika Marie PACE | ORIENTATIVE TEACHING WITHIN AN INTERNATIONAL PERSPECTIVE
Erika Marie PACE ORIENTATIVE TEACHING WITHIN AN INTERNATIONAL PERSPECTIVE
cod. 4422400016
ORIENTATIVE TEACHING WITHIN AN INTERNATIONAL PERSPECTIVE
| 4422400016 | |
| DIPARTIMENTO DI SCIENZE UMANE, FILOSOFICHE E DELLA FORMAZIONE | |
| EQF7 | |
| SCIENZE DELL'EDUCAZIONE PERMANENTE E DELLA FORMAZIONE CONTINUA | |
| 2021/2022 |
| OBBLIGATORIO | |
| YEAR OF COURSE 2 | |
| YEAR OF DIDACTIC SYSTEM 2019 | |
| AUTUMN SEMESTER |
| SSD | CFU | HOURS | ACTIVITY | |
|---|---|---|---|---|
| M-PED/03 | 6 | 36 | LESSONS |
| Objectives | |
|---|---|
| THE STUDY-UNIT DELVES INTO THE THEME OF CAREER GUIDANCE AND ORIENTATION WITHIN AN INTERNATIONAL PERSPECTIVE. IT FOCUSSES ON THE MAIN EDUCATIONAL THEORIES AND CONSTRUCTS UNDERPINNING THIS PROCESS FROM A DIDACTIC PERSPECTIVE, AIMED AT THE ACQUISITION OF PROFESSION-RELATED SKILLS THAT FAVOUR INCLUSIVE PROCESSES. EXPECTED OUCOMES: KNOWLEDGE AND UNDERSTANDING: -BY THE END OF THE STUDY-UNIT, THE STUDENTS WILL HAVE GAINED KNOWLEDGE REGARDING THE MAIN THEORIES AND MODELS REQUIRED, INCLUDING AN INTERNATIONAL PERSPECTIVE. APPLIED KNOWLEDGE AND SKILLS: -KNOW HOW TO APPLY THE PRINCIPLES AND METHODS TO PROMOTE ORIENTATION AND CAREER CHOICE EVEN IN INTERNATIONAL CONTEXTS. |
| Prerequisites | |
|---|---|
| STUDENTS ARE EXPECTED TO HAVE GAINED FAMILIARITY WITH THE MAIN THEMES IN PEDAGOGY AND DIDACTICS AND THEIR APPLICATION IN FORMAL, NON FORMAL AND INFORMAL EDUCATION CONTEXTS. |
| Contents | |
|---|---|
| -THE INCLUSIVE PROCESS – PEDAGOGICAL AND DIDACTIC PRINCIPLES -THE CAPABILITY APPROACH TO PROMOTE INCLUSION THROUGHOUT LIFE -CAREER GUIDANCE AND ORIENTATION, DISABILITY, AND EMANCIPATORY PERSPECTIVES -QUALITY OF LIFE AND WELLBEING: CONCEPTUAL FRAMEWORKS AND THEORIES -THE LIFE PROJECT: THE INDIVIDUALISED EDUCATIONAL PLAN AND THE CONCEPT OF SELF-DETERMINATION -A COMPETENCY PROFILE FOR CAREER ORIENTATION AND PROFESSIONAL CHOICES IN INTERNATIONAL CONTEXTS -REFLECTIVE PRACTICES IN CAREER GUIDANCE AND ORIENTATION -OFFERING SUPPORT IN TRANSITION PERIODS -NARRATIVE INQUIRY AS A COMPETENCE FOR EDUCATORS -NARRATIVE PRACTICES IN EDUCATION AND TRAINING CONTEXTS FOR ONE’S LIFE PROJECT |
| Teaching Methods | |
|---|---|
| LECTURES, GROUPWORK, PRESENTATIONS, REFLECTIVE AND NARRATIVE PRACTICES. |
| Verification of learning | |
|---|---|
| THE ASSESSMENT COMPRISES AN ORAL EXAM WITH AT LEAST TWO OPEN-ENDED QUESTIONS REGARDING THE UNIT CONTENTS AND THE WORK CARRIED OUT DURING THE COURSE. IT IS AIMED AT ASSESSING THE LEVEL OF KNOWLEDGE AND THE ABILITY TO CRITICALLY REFLECT ON THE THEMES PRESENTED IN THE TEXTBOOKS AND DISCUSSED THROUGHOUT THE UNIT. THE ASSESSMENT CRITERIA INCLUDE THE STUDENTS’ ABILITY TO PRESENT THEIR ARGUMENTS CLEARLY, COHERENTLY AND ANALYTICALLY AS WELL AS THEIR ABILITY TO APPLY THE KNOWLEDGE ACQUIRED BY GIVING CONCRETE CONTEXT-RELATED EXAMPLES. |
| Texts | |
|---|---|
| MURA, A. (A CURA DI) (2018). ORIENTAMENTO FORMATIVO E PROGETTO DI VITA. NARRAZIONI E ITINERARI DIDATTICO-EDUCATIVI. MILANO: FRANCOANGELI GIACONI, C. (2015). QUALITÀ DELLA VITA E ADULTI CON DISABILITÀ. PERCORSI DI RICERCA E PROSPETTIVE INCLUSIVE. MILANO: FRANCOANGELI DOCUMENTI MESSE A DISPOSIZIONE DAL DOCENTE FURTHER (OPTIONAL) READINGS: SIBILIO, M. & AIELLO, P. (2018). LO SVILUPPO PROFESSIONALE DEI DOCENTI. RAGIONARE DI AGENTIVITÀ PER UNA SCUOLA INCLUSIVA. NAPOLI: EDISES AIELLO, P. (2018). RONALD GULLIFORD. ALLE ORIGINI DEL CONCETTO DI BISOGNO EDUCATIVO SPECIALE. MILANO: FRANCOANGELI PACE, E.M. (2017). SALUTOGENIC-ORIENTED APPROACHES FOR THE DEVLOPMENT OF INCLUSIVE SCHOOLS. NAPOLI: LIGUORI |
| More Information | |
|---|---|
| ATTENDANCE TO LECTURES IS RECOMMENDED. ERASMUS+ AND INTERNATIONAL STUDENTS ARE INVITED TO CONTACT DR. E. M. PACE (EPACE@UNISA.IT) FOR FURTHER INFORMATION REGARDING THE MODULE CONTENT AND FINAL ASSESSMENT AT THE BEGINNING OF THE SEMESTER. |
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