Corso di laurea in Scienze dell'Educazione

The student will be required:

- to describe and interpret educational structures and associated phenomena with the critical use of the theoretical tools offered by the course.

- to elaborate, evaluate and manage educational projects in order to meet the increasing demands of social reality and of personal and community services;

- to design, guide and evaluate interventions in response to the differentiated educational needs of individuals and groups, and to the specificity of reference contexts;    

- to refer educational strategies, resources and tools to various contexts and to individuals and groups differentiated by age, socio-cultural, personal and educational circumstances, paying special attention to problematic situations;

- to resolve problems of an educational/training nature, paying specific attention to the constructive management of the educational relationship;

- to critically interpret and employ the results of research, with the ability to further investigate aspects relating to educational realities and problems of a social nature;

- to consolidate professional reflexivity relating to one’s own work and the work of others, within the context of a dynamic and developmental vision of the professional profile of the socio-cultural educator.

Knowledge and understanding

- To recognise the educational dimension of social phenomena and to relate this to the professionalism and the duties of the professional socio-cultural educator.

- To be familiar with logics and tools for interpreting differentiated educational needs related to the community and to individual subjects.

- To be familiar with models and logics of educational planning in the social field.

- To have critical knowledge of models, strategies and tools of educational intervention, relating them specifically to educational needs and contexts.

 Ability to apply knowledge and understanding

- Critical analysis of interventions and educational practices, in order to draw from them certain characteristic features, dynamics and processes and to identify potential paths of development. 

- Acquisition of basic operating competences relating to socio-educational planning, the use of educational models, strategies and tools, paying particular attention to the principles and measures consistent with a competency-based approach, aimed at promoting personal and social independence.

- Acquisition of competences in planning and managing educational pathways that respond to complex needs, through forms of integrated support which assist individuals and groups and involve collectivities and contexts, in collaboration with other professional specialisms and social and territorial resources.

- Acquisition of competences in developing pathways for educational "in the field" research based on processes of observation, documentation, innovation, evaluation of the teaching  interventions and their results.

The course will be divided into four modules.

1. Contexts and forms of educational intervention in the extra-curricular field.

A plurality of contexts and educational needs: the educator’s profession, comprising formal, non-formal and informal education.  

2. From 'Planning to the design of socio-educational interventions.

Programmatic documents at European, national, regional and local level as sources for the design of socio-educational interventions.

From the statistical interpretation of need to the contextual interpretation of the possibilities for educational intervention: team work and tasks of the educator.

Models and logics of educational-teaching design in extra-curricular contexts. 

3. Strategies and techniques of didactic-educational intervention.

The methodological question: the concept of model as 'theory-practice' of the teaching-educational intervention.

The contribution of “recent didactics”: foundations, procedures, operational implications.

Teaching techniques in the management of extra-curricular educational interventions: educational potential, criteria of application, principal 'formats'.

4. The competency-based approach in non-formal educational interventions.

Competency as an educational criterion.

The construction of learning contexts and the exploitation of problem-situations.

Structure of training courses.

Criteria for the choice of intervention methods.  

Teaching methodologies.

Head-on lessons with participation using exercise practice; reconstruction and analysis of cases; laboratory didactics; simulations; action-research and case studies. 

The following will be assessed:

- familiarity with the fundamental concepts of the discipline;

- critical, personal assessment of the knowledge gained;

- the use of knowledge gained to interpret didactic-educational phenomena and issues relating to the extra-curricular domain;

- the use of conceptual and logical-operational tools for the assessment and/or the critique of assumptions behind teaching interventions;

- the interest and commitment demonstrated.   

Mastery of the language proper to the discipline will go towards the final evaluation. 

The examination will involve a written test supplemented by an oral assessment interview.

At the final interview, students may also present a more in-depth personal assessment in the form of an individual learning portfolio (the methods used to prepare and submit documentation will be detailed during the course

Teaching material.

Teaching materials will be made available to students for the course preparation (access to the website www.campusnet.unito.it is subject to online registration).

Time and place of admission.

During the course, the teacher will receive after lessons at the teaching locations; during breaks in teaching periods, the students will be received in Turin, in the dipartimento di scienze dell’educazione della formazione (department of educational and training sciences), Via G. Ferrari, 9 / 11, first floor (days and times will be indicated on the website: www.sia.unito.it).