Pedagogy

A)*To know the conceptual and epistemological framework of pedagogy and its relevance;
*To know the main characteristics of the educational relationship;
*To know and deepen the main guidelines of the theories related to learning, educational styles and representations of minor age (adolescence);
*To know and be able to discuss the teacher's educational roles;
*Acquire skills concerning methods and pedagogical intervention instruments with particular reference to the teaching / learning methods;
*To understand the instruments pertaining to the design, observation, documentation, evaluation of the projects and interventions in the perspective of inclusive education;
*To know the strategies and tools available to the school to promote integration and inclusion;
*To be able to design self training paths;
*To build concepts and/or unifying ideas, "key" words of the objects of study;
*Formulate definitions and interpretations on the historical, theoretical and operational perspectives of theintegration
*Identify and recognize the differences that lead to difficulties in learning and consider the educational needs calibrating the answers for their satisfaction.
*To know and be aware of the differences in roles and position in the management of the class and the school that involves the school and institutional networking;
*Recognize and value the cultural implications arising from approaches and the didactic pedagogical guidelines proposed; Being able to assess the school complex in light of their educational choices and deal with the outcomes of the current educational research;
*Orient themselves with respect to the ethical dimensions of the educational experience, to the ambivalence and paradox problems that develop within it, and navigate to the complexity of the choices the teacher, the educator are called to accomplish.


B)To prepare the students in order to be able to:
· Involve and follow through users from a psycho-pedagogical point of view in all the phases of sports activities on both individual and group level;
· Understand how to relate with different people on the basis of age, abilities, gender, social-cultural state, along with all the different motor activities;
· Acquire a proper technical language, with focus on personal development through all the ages of the developing stages;
· Manage users motivations connected with motor activities as a whole.

A) The course proposes to reflect on the theoretical and methodological paradigms of Pedagogy in an inclusive perspective with particular reference to the complexity of education and pupils' belongings. Examining the existing pedagogical - educational and deepening inclusive practices on learning styles and differences that are present in diverse and multi belonging classes.

It will face the complexity and heterogeneity of class management, made of the presences and the means of the students who attend it. They will be considered through the presentation of the historical perspective of Pedagogy and didactics; the actors and professionals involved, the tools and teaching modalities, the articulation of the proposal of the integration projects.

The course aims to analyze and understand, critically, the class as a group that is organized to accept the challenges of inclusion and promote learning dynamics. Particular weight will be given to the use of mediators to set up educational processes with students, in the multiplicity of educational needs, influenced in the learning process by affective, psychological, cognitive, motivational and socio-cultural variables.



B) Students will posses basic psycho-pedagogical knowledge in order to effectively interact with trainees that vary by age, gender and social-cultural conditions, either on the individual or the group level. Students will interiorize useful competences to properly act in supporting the development and help the specific learning training based on individual and group needs.