Riferimenti teoretici per l’interpretazione dei modelli di insegnamento della pedagogia
Titolo Rivista: EDUCATION SCIENCES AND SOCIETY 
Autori/Curatori: Rossana Adele Rossi 
Anno di pubblicazione:  2019 Fascicolo: Lingua: Italiano 
Numero pagine:  16 P. 276-291 Dimensione file:  0 KB
DOI:  10.3280/ess2-2019oa8817
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The analyzes carried out on the teaching of pedagogy in the L19 degree programs show how the different core contents are declined according to modalities that vary according to the locations and references and belonging to the different schools of thought. The advanced interpretative hypothesis is that some differences are attributable to an idea of formation that can be traced back to the thought of authors such as Giovanni Gentile, John Dewey, and Martha C. Nussbaum. The goal is to show how theories and models in use in the different contexts involved, despite the different theoretical references, can contribute to the construction of a core curriculum suitable for those preparing to work as education and training professionals as long as measure the educational objectives and learning outcomes defined by the core content model defined in the framework of the TecoD Pedagogy project




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Rossana Adele Rossi, in "EDUCATION SCIENCES AND SOCIETY" 2/2019, pp. 276-291, DOI:10.3280/ess2-2019oa8817

   

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