Learning objectives
The student must show that he has understood the implications emerging from the learner and teacher relationship, starting from the deepening of themes concerning the main theories on verbal and non-verbal communication, as well as social group and social relationship. Nevertheless, the student must demonstrate that he has dynamically internalized the main contents describing the teaching methodologies and methods through the knowledge and critical exposure of different models and tools in the educational field.
Prerequisites
The exam of "Theory and methodology of teaching nursing and midwifery sciences", in which the disciplinary module "Methodology of teaching nursing and midwifery sciences" is based, can be taken only after passing the exams of "Applied psychology to group and social dynamics "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 circular_student-teacher 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, Fare formazione, Raffaello Cortina editore, Milano, 2005;
Massimo Bruscaglioni, La gestione dei processi nella formazione degli adulti, FrancoAngeli,
Milano, 2002;
Fiorino Tessaro Metodologia didattica dell’insegnamento secondario, Armando editore, Roma,
2002;
Maurizio Castagna, La lezione nella formazione degli adulti, FrancoAngeli, Milano, 2008;
Anna Guglielmi, Il linguaggio segreto del corpo, Piemmedizioni, Milano, 2007;
Loredana Sasso, Antonella Lotti, Problem based learning per le professioni sanitarie, McGraw
Hill – Milano, 2006;
Michele Baldassarre, Imparare ad insegnare. La pratica riflessiva nella professione docente,
Carocci, Milano, 2009;
Anna Maria De Santi, Margherita Teodori, La didattica in sanità. Comunicare, progettare e
valutare la formazione, SEEd, 2012;
Elena Marescotti, Educazione degli adulti. Identità e sfide, Unicopli, Milano, 2012;
Duccio Demetrio, L'età adulta. Teorie dell'identità e pedagogie dello sviluppo, Carocci, Milano,
2003.
A.M. Mariani, Santerini M. Educazione Adulta. Manuale per una formazione permanente, 2002,
Unicopli, Milano
C. Biasin, Le transizioni: modelli e approcci per l'educazione degli adulti. 2012, Pensa
MultiMedia, Lecce
F. Elwood, M. Knowles, Holton III, R. Swanson, Quando l'adulto impara. Andragogia e sviluppo
della persona, 2008 (9ª edizione, nuova edizione), Franco Angeli, Milano, prefazione a cura di
Maurizio Castagna
M. Knowles, The modern practice of adult education: from Pedagogy to Andragogy,1989,
Cambridge Book co.
Mark K. Smith, L'apprendimento esperienziale di David A. Kolb: caratteristiche, problematiche
e sviluppi, 2009
A Castellucci, L Saiani, G Sarchielli, L Marletta: Viaggi guidati, il tirocinio ed il processo tutoriale nelle professioni socio-sanitarie, 2007 (7 edizione) Franco Angeli
R White, C Ewan, Il tirocinio: L’insegnamento clinico del nursing, 1994, Sorbona
L Gamberoni, G Marmo, M Bozzolan, C Loss, O Valentini, Apprendimento clinico: riflessività e tutorato, 2013, EdiSes
L Sasso, A Lotti, L Gamberoni, Il tutor nelle professioni sanitarie, 2004, Carrocci Faber
B Vertecchi, Decisione e didattica e valutazione, 1996 La Nuova Italia
E P Asson, O Bassetti, M Bettega, A Colombo, O D’Avella, R Lesca, N Stadler, La formazione personale e professionale dell’organizzazione del nursing, 1987, Emmibi Diffusione
J J Giulbert, Guida pedagogica per il personale sanitario, 2002, Edizioni Dal Sud
Handouts deliveries by the teacher.
SITOGRAPHY
https://www.slideshare.net/carlomariani9655/linnovazione-metodologica-e-...
https://www.slideshare.net/carlomariani9655/la-valutazione-49097501
https://insegnantiduepuntozero.wordpress.com/2015/08/31/ricomincio-da-bl...
http://www,formazione-esperienziale.it/catalog/index,php
Teaching methods
Participatory lesson with the use of audiovisual media and classroom discussion with students. Use of reflective practices and interactive techniques.
The lessons will take place in the presence, in compliance with safety standards, except for further provisions due to the possible continuation of the health emergency. The teaching material will be deposited on the specific platform with access reserved for students (Elly) and will include iconographic presentations, audio-video support or video recording of the lessons.
Assessment methods and criteria
The exam will take place in oral form. The interview will aim at probing the understanding of the topics under study, as well as the development of dialectical, critical and comparative skills regarding the various sources.
