Theoretical references for the interpretation of pedagogy teaching models
Author/s: Rossana Adele Rossi 
Year:  2019 Issue: Language: Italian 
Pages:  16 Pg. 276-291 FullText PDF:  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, Theoretical references for the interpretation of pedagogy teaching models in "EDUCATION SCIENCES AND SOCIETY" 2/2019, pp. 276-291, DOI:10.3280/ess2-2019oa8817


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