2. Professors
  3. PACE Erika Marie
  4. Teaching

ORIENTATIVE TEACHING WITHIN AN INTERNATIONAL PERSPECTIVE

Erika Marie PACE ORIENTATIVE TEACHING WITHIN AN INTERNATIONAL PERSPECTIVE

4422400016
DEPARTMENT OF HUMAN, PHILOSOPHIC AND EDUCATION SCIENCES
EQF7
SCIENZE DELL'EDUCAZIONE PERMANENTE E DELLA FORMAZIONE CONTINUA
2024/2025

YEAR OF COURSE 2
YEAR OF DIDACTIC SYSTEM 2019
AUTUMN SEMESTER
CFUHOURSACTIVITY
636LESSONS
ERIKA MARIE PACE T Curriculum
ExamDate
I APPELLO PACE10/01/2025 - 09:00
I APPELLO PACE10/01/2025 - 09:00
II APPELLO PACE31/01/2025 - 09:00
II APPELLO PACE31/01/2025 - 09:00
III APPELLO PACE10/02/2025 - 09:00
III APPELLO PACE10/02/2025 - 09:00
Objectives
THE STUDY-UNIT DELVES INTO THE THEME OF EDUCATIONAL AND CAREER GUIDANCE UNDERSTOOD AS A LIFELONG ONGOING PROJECT. TAKING INTO ACCOUNT INTERNATIONAL PERSPECTIVES, THE PROGRAMME FOCUSSES ON THE MAIN EDUCATIONAL THEORIES AND CONSTRUCTS UNDERPINNING THIS PROCESS AIMED AT THE ACQUISITION OF COMPETENCIES 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 AVAILABLE IN ITALIAN AND INTERNATIONAL LITERATURE.
APPLIED KNOWLEDGE AND SKILLS:
-KNOW HOW TO APPLY THE PRINCIPLES AND METHODS TO PROMOTE EDUCATIONAL GUIDANCE AND CAREER CHOICE.
Prerequisites
STUDENTS ARE EXPECTED TO HAVE PRIOR KNOWLEDGE ON THE MAIN THEMES IN PEDAGOGY AND DIDACTICS AND THEIR APPLICATION IN FORMAL, NON FORMAL AND INFORMAL EDUCATION CONTEXTS.
Contents
STUDY-UNIT CONTENTS:
-INCLUSIVE EDUCATION: REFLECTIONS ON CULTURE, POLICIES AND PRACTICES WITHIN AN INTERNATIONAL PERSPECTIVE
-THE CAPABILITY APPROACH TO PROMOTE INCLUSION THROUGHOUT LIFE
-THE LIFE PROJECT: THE INDIVIDUALISED EDUCATIONAL PLAN AND THE CONCEPT OF SELF-DETERMINATION
-CAREER GUIDANCE AND ORIENTATION, DISABILITY, AND PROSPECTS FOR SELF-DETERMINATION
-QUALITY OF LIFE AND WELLBEING: CONCEPTUAL FRAMEWORKS AND THEORIES
-A COMPETENCY PROFILE FOR CAREER GUIDANCE AND PROFESSIONAL CHOICES
-REFLECTIVE PRACTICES IN EDUCATIONAL GUIDANCE AND CARREER CHOICE
-OFFERING SUPPORT IN PERIODS OF TRANSITION
-NARRATIVE INQUIRY AS A COMPETENCE FOR EDUCATORS
-NARRATIVE PRACTICES IN EDUCATION AND TRAINING CONTEXTS FOR ONGOING PLANNING, IMPLEMENTATION AND EVALUATION OF ONE'S LIFE PROJECT

Teaching Methods
LECTURES, GROUPWORK, PRESENTATIONS, REFLECTIVE AND NARRATIVE PRACTICES.
Verification of learning
THE EVALUATION WILL CONSIST OF AN ORAL EXAM ON THE CONTENTS OF THE COURSE AND THE WORK CARRIED OUT DURING THE COURSE. THE NUMBER OF QUESTIONS DEPENDS ON THE BREADTH AND DEPTH OF THE ANSWERS PROVIDED. THIS EXAM AIMS TO ASSESS THE LEVEL OF KNOWLEDGE AND THE ABILITY TO CRITICALLY REFLECT ON THE TOPICS PRESENTED IN THE ADOPTED TEXTS AND DISCUSSED DURING CLASSROOM ACTIVITIES. CLARITY OF PRESENTATION, ANALYTICAL ABILITY, AUTONOMOUS ORGANIZATION OF THE PRESENTATION, ORIGINALITY IN THE REWORKING OF STUDIED CONTENT, AND THE IMPACT OF THESE TOPICS IN PROFESSIONAL CONTEXTS WILL CONSTITUTE THE EVALUATION CRITERIA. THE EVALUATION IS EXPRESSED IN THIRTIETHS. THE MINIMUM GRADE (18/30) IS AWARDED WHEN THE STUDENT DEMONSTRATES SUFFICIENT KNOWLEDGE OF THE COURSE CONTENT, WHILE THE MAXIMUM GRADE (30/30) IS AWARDED WHEN THE STUDENT POSSESSES A COMPLETE UNDERSTANDING OF THE CONTENT AND DEMONSTRATES THE ABILITY TO CRITICALLY REFLECT ON IT.
Texts
REFERENCE BOOKS:
AIELLO, P., & GIACONI, C. (2024). L'AGIRE INCLUSIVO. INTERFACCE PEDAGGOICHE E DIDATTICHE. BRESCIA: MORCELLIANA;
MURA, A. (A CURA DI) (2018). ORIENTAMENTO FORMATIVO E PROGETTO DI VITA. NARRAZIONI E ITINERARI DIDATTICO-EDUCATIVI. MILANO: FRANCOANGELI;
ARTICOLI E DOCUMENTI MESSI A DISPOSIZIONE DAL DOCENTE

SUGGESTED READINGS:

SIBILIO, M. & AIELLO, P. (2018). LO SVILUPPO PROFESSIONALE DEI DOCENTI. RAGIONARE DI AGENTIVITÀ PER UNA SCUOLA INCLUSIVA. NAPOLI: EDISES;
GIACONI, C. (2015). QUALITÀ DELLA VITA E ADULTI CON DISABILITÀ. PERCORSI DI RICERCA E PROSPETTIVE INCLUSIVE. MILANO: FRANCOANGELI;
AIELLO, P. (2018). RONALD GULLIFORD. ALLE ORIGINI DEL CONCETTO DI BISOGNO EDUCATIVO SPECIALE. MILANO: FRANCOANGELI;
PACE, E.M. (2017). SALUTOGENIC-ORIENTED APPROACHES FOR THE DEVELOPMENT OF INCLUSIVE SCHOOLS. NAPOLI: LIGUORI
More Information
ATTENDANCE TO THE COURSE IS NOT COMPULSORY BUT HIGHLY RECOMMENDED, ESPECIALLY FOR ERASMUS+ AND INTERNATIONAL STUDENTS. STUDENTS NOT ATTENDING THE COURSE CAN CONTACT THE LECTURERS TO SCHEDULE AN APPOINTMENT DURING OFFICE HOURS IF THEY DEEM IT NECESSARY.
ERASMUS+ AND INTERNATIONAL STUDENTS ARE INVITED TO CONTACT PROF. E. M. PACE (EPACE@UNISA.IT) AND PROF. S.. DI TORE (SDITORE@UNISA.IT) FOR FURTHER INFORMATION REGARDING THE MODULE CONTENT AND FINAL ASSESSMENT AT THE BEGINNING OF THE SEMESTER.
Lessons Timetable

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