Titolo Rivista EDUCATION SCIENCES AND SOCIETY
Autori/Curatori Rossana Adele Rossi
Anno di pubblicazione 2020 Fascicolo 2019/2 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;
Rossana Adele Rossi, Riferimenti teoretici per l’interpretazione dei modelli di insegnamento della pedagogia in "EDUCATION SCIENCES AND SOCIETY" 2/2019, pp 276-291, DOI: 10.3280/ess2-2019oa8817