- S. Brint, Scuola e società, Bologna, il Mulino, 2007 [2° ediz. riveduta].
- P. Causarano, Mestiere, professione o funzione? Gli insegnanti, in P. Causarano, L. Falossi, P. Giovannini (a cura di), Mondi operai, culture del lavoro e identità sindacali. Il Novecento italiano, Roma, Ediesse, 2008, pp. 183-202.
- P. Causarano, Dimensioni e trasformazioni della professionalità, in A. Ciprinai, A.Gramolati, G. Mari (a cura di), La Quarta Rivoluzione Industriale e le trasformazioni del lavoro, Firenze, FUP, 2018, pp. 159-174.
- M. Gattullo, Sul profilo professionale dell'insegnante, in «Scuola e Città», 1985, n. 7, pp. 288-302.
- M. Galfré, Tutti a scuola! L'istruzione nell'Italia del Novecento, Roma, Carocci, 2017.
-L. Ribolzi, Società, persona e processi formativi. Manuale di sociologia dell'educazione, Milano, Mondadori Università, 2016.
- M. Baldacci (a cura di), La formazione dei docenti in Europa, Milano, Bruno Mondadori, 2013
- La scuola come comunità di pratiche. Apprendistato cognitivo e apprendistato situato = Dirigenti Scuola. Rivista di cultura professionale per la dirigenza educativa, 32 (2012).
The objectives are based on the Dublin descriptors:
1. Knowledge and understanding: To understand how educational institutions and the teaching profession we know today are the fruit and expression of a particular historical and social process that has its roots in the late 18th and early 19th centuries. To know the evolution that these institutions and professions have had during the 19th and 20th centuries and to understand their motivations. To deepen the character of the school as it has evolved in recent decades.
2. Applying knowledge and understanding: To acquire an appropriate language to reason in historical-social terms of the Italian and European school system.
3. Making judgements: to understand in non passive terms what is declined by the teacher in class or what is written in the reference textbooks, but to take a critical and interlocutory position, which can be manifested in class (through questions), and through the use of open forums on the moodle platform.
4. Communication skills: participate in a group discussion through the forums activated in the moodle platform and related to the different topics covered in the lesson.
5. Learning skills: to develop the need for a deeper and more articulated vision of the topics of the course, which can be achieved, first of all, through the literature of texts other than those indicated in the exam program.
Knowledge of the main events in the history of the XVIII-XXI centuries. Additional use of contemporary history manuals.
Frontal lessons, participation in the forums activated on the moodle platform.
The course is held by two teachers: Prof. Pietro Causarono and Prof. Silvia Cantelli.
Type of Assessment
The learning test will be done orally, with a final exam on the general part of the program, and through the compilation of forums activated on the Moodle platform.
In the case of numbers over thirty appeal students, the verification of learning will be done through a written task including closed and open questions, which will allow you to get a maximum score of 26. To the evaluation of the task will be added to the evaluation of active participation in the course through the Moodle platform.
Object of verification will be: ability to organize knowledge discursively; capacity for critical reasoning on the study carried out; quality of exposure; competence in the use of specialized vocabulary, effectiveness, linearity.
1. The historical processes that have led to the institutionalisation of training processes (Causarano);
2. The social function of school systems (causarano);
3. The historical origins and social dimension of the teaching profession (Causarano);
4. The salient stages of the history of the Italian school (from the Casati Law to the Reform of Good School), with particular reference to the school of the Italian Republic, based on the principles of program, planning, planning (Cantelli).
5. The Italian school in the light of the EU guidelines on education and training (Cantelli).
6. School as a learning environment: analysis of the educational and training needs of adolescents and young people in society, in educational organizations and in formal, non-formal and informal training agencies, also in relation to gender identity formation and education to emotions in adolescence and youth, to cultural changes and lifestyles of adolescents and young people and to the implications of social and intercultural phenomena in school contexts (Cantelli).