Learning objectives
The student must show that he has understood the implications emerging from the learner and teacher relationship, starting from the in-depth study of themes inherent to the main theories on verbal and non-verbal communication, as well as social group and social relationship. Nevertheless, the student will have to demonstrate that he has dynamically internalized the main contents describing the methodologies and teaching methods through the knowledge and critical exposure of different models and tools in the educational field.
Prerequisites
The examination of "Theory and methodology of the nursing and midwifery", in which the module specification "Methodology of teaching of nursing and midwifery" is hinged, can only be taken after passing the examinations of "Applied Psychology group dynamics and social "and" History and philosophy of nursing and midwifery. "
Course unit content
The course aims, in a first part, to provide some insights into the theme of communication tout court, and then focus on the examination of the implications that these concepts produce in the course of the student-teacher circular relationship.
The second part offers an examination of the tools and interpretative concepts for a theoretical study of the teaching experience, using both a diachronic and a synchronic approach.
Finally, in the third part, the course proposes an analysis of the main types and forms of teaching, as well as of the situational interpretative elements, useful for identifying which tools and methodologies can respond more effectively to lessons with different methodological systems or to particular teaching needs. linked to the correct management of classroom dynamics.
Full programme
The course is ideally divided into three parts:
1. The learner-teacher relationship; communicative aspects
2. The Lesson; models and types
3. The lesson: operational aspects.
Bibliography
Gian Piero Quaglino, Training, Raffaello Cortina publisher, Milan, 2005;
Massimo Bruscaglioni, Process management in adult education, FrancoAngeli,
Milan, 2002;
Fiorino Tessaro Teaching methodology of secondary education, Armando publisher, Rome,
2002;
Maurizio Castagna, The lesson in adult education, FrancoAngeli, Milan, 2008;
Anna Guglielmi, The secret language of the body, Piemmedizioni, Milan, 2007;
Loredana Sasso, Antonella Lotti, Problem based learning for health professions, McGraw
Hill - Milan, 2006;
Michele Baldassarre, Learning to teach. The reflective practice in the teaching profession,
Carocci, Milan, 2009;
Anna Maria De Santi, Margherita Teodori, Health education. Communicate, design and
evaluate training, SEEd, 2012;
Elena Marescotti, Adult education. Identity and challenges, Unicopli, Milan, 2012;
Duccio Demetrio, Adulthood. Theories of identity and developmental pedagogies, Carocci, Milan,
2003.
A.M. Mariani, Santerini M. Adult Education. Manual for lifelong learning, 2002,
Unicopli, Milan
C. Biasin, Transitions: models and approaches for adult education. 2012, Think
MultiMedia, Lecce
F. Elwood, M. Knowles, Holton III, R. Swanson, When the adult learns. Andragogy and development
of the person, 2008 (9th edition, new edition), Franco Angeli, Milan, preface by
Maurizio Castagna
M. Knowles, The Modern Practice of Adult Education: from Pedagogy to Andragogy, 1989,
Cambridge Book co.
Mark K. Smith, The experiential learning of David A. Kolb: characteristics, problems
and developments, 2009
At Castellucci, L Saiani, G Sarchielli, L Marletta: Guided tours, internship and tutorial process in the socio-health professions, 2007 (7th edition) Franco Angeli
R White, C Ewan, The internship: The clinical teaching of nursing, 1994, Sorbonne
L Gamberoni, G Marmo, M Bozzolan, C Loss, O Valentini, Clinical learning: reflexivity and tutoring, 2013, EdiSes
L Sasso, A Lotti, L Gamberoni, The tutor in the health professions, 2004, Carrocci Faber
B Vertecchi, Decision and teaching and evaluation, 1996 New Italy
E P Asson, O Bassetti, M Bettega, A Colombo, O D’Avella, R Lesca, N Stadler, The personal and professional training of nursing organization, 1987, Emmibi Diffusione
J J Giulbert, Pedagogical guide for health personnel, 2002, Edizioni Dal Sud
Lecture notes by the teacher.
SITOGRAPHY
https://www.slideshare.net/carlomariani9655/linnovazione-metodologica-e-le-competenze-65682224
https://www.slideshare.net/carlomariani9655/la-valutazione-49097501
https://insegnantiduepuntozero.wordpress.com/2015/08/31/ricomincio-da-bloom/
http: //www,formazione-esperienziale.it/catalog/index,php
Teaching methods
Participative lesson with the use of visual aids and classroom discussion with students. Use of reflective practices and interactive techniques.
The course will be held through lectures to Students either in the classroom (“in presenza”) or in synchronous-streaming (“in telepresenza”) on the Teams platform. Therefore, the opportunity of Student/Teacher interaction will be preserved both face to face and remotely, by the simultaneous use of the Teams platform.
Lectures will be supported by slide presentations, which will be available to students on the Elly platform (https://elly.medicina.unipr.it).
Assessment methods and criteria
The exam will take place in oral form. The interview will be aimed at probing the understanding of the topics under study, as well as the development of dialectical, critical and comparative skills regarding the various sources.
In case of the persistence of the health emergency, the exams will be conducted remotely, as follows:
remote oral questions, through the Teams platform (guide http://selma.unipr.it/).
Students with SLD / BSE must first contact Le Eli-che: support for students with disabilities, D.S.A., B.E.S. (https://sea.unipr.it/it/servizi/le-eli-che-supporto-studenti-con-disabilita-dsa-bes).
