PROFESSIONAL ROLE OF THE EDUCATOR I

Academic year and teacher
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Versione italiana
Academic year
2020/2021
Teacher
DARIO FORTIN
Credits
6
Didactic period
Primo Semestre
SSD
MED/48

Training objectives

Throughout the three years the overall objective of the specific vocational subjects is to acquire the ability to apply knowledge and understanding regarding the relationships, to be used in the promotion, prevention, treatment and rehabilitation, in order to gain its own style of educational intervention in favor of persons and groups, in balance between involvement and distance, between educational intentionality and self-realization of the person.
For the first year the main objective is to reach the awareness of being with his own person the main instrument of the educational process, knowing more about your own principles and attitudes in interpersonal relations.
Another objective will be the one to promote the knowledge of the professional code of conduct. Finally the student will have to be aware of his own needs and also of the needs of the people in difficulty in order to start feeling the attitudes of “unconditional positive regard” “empathy” and “congruency” as necessary conditions of the helping relationship.

Prerequisites

none

Course programme

Professional and personal identity: awareness of their personal characteristics as a professional resource and self-assessment function. The educational intervention, general principles. Basic concepts of the theory of interpersonal relationships of Carl Rogers. The Biopsychosocial model. First knowledge and skills to manage the educational relationship. Prevention of discomfort in interpersonal relationships. Promoting well-being and overall growth of the individual, especially in situations of vulnerability and crisis. The hierarchy of needs of Abraham Maslow in reference to the field of education. The influence of the context of the expectations on behavior and attributions of meaning. The ethical responsibility. The relationship with different roles and professions in education social health.

Didactic methods

The course includes, in parallel with theoretical inputs (16 hours) activity in experiential and reworking of classroom experiences and observation of reality (60 hours). The course includes, in parallel with theoretical inputs (8 hours) activities in experiential and the reworking of classroom observations and research experience in the field (45 hours). They will be conducted exercises (reality simulations, group work, role playing ...) in order to promote the student’s active learning, both on the cognitive level, but also on the emotional, behavioral, emotional and relational one.

Learning assessment procedures

OBJECTIVE EVALUATION
The teaching objective evaluation is done with a written test consisting of 3 answers on 4 open questions.
The questions are centered on the contents of the texts for the exam, theoretical lessons and the material delivered by the professor. In the evaluation will be appreciated the links that the student will make between the theoretical aspects and activations experienced in the "Training Experiential Workshop".
SELF-ASSESSMENT
Admission to the objective test, above, occurs only after the delivery (to the teachers of the laboratory) of a final individual written self-assessment related to the activities of the Laboratory of Experiential Education.
The self-assessment activities are regularly carried out in the course of all laboratory activities:
The self-assessment activities are regularly carried out in the course of all laboratory activities:
- individual self-assessment
- self-assessment between equal
-logbook
- moments of autobiographical writing
- Stimulus of reflections on the experience
This is performed not just for didactical motives but also for the specific professionalising character which has the self-assessment processes in the field of the "professional education".

Reference texts

-In: Barnao C., Fortin D., Accoglienza e autorità nella relazione educativa, Erickson, Trento 2009
a) Fortin D. Introduction (pp.10-23);
b) Butturini E. Processi educativi e autoeducativi nel dialogo tra generazioni (pp. 143-152)
-In: Bertolini P., Caronia L., Ragazzi difficili, pedagogia interpretativa e linee di intervento, La Nuova Italia, Firenze, 1993
a) Introduction
b) Cap. III
-In: Freire P., La pedagogia degli oppressi, EGA, Torino 2002
a) introduction
b) cpt I
c) cpt II
-Grespan R., Principi e valori etici legati alla professione di educatore, ANEP 2002 (introduzione al Codice Deontologico ANEP) FILE IN PDF scaricabile in: http://www.explorans.it/31/documenti-e-dispense
-Rogers C.R., Potere personale, Astrolabio, Roma 1978 (III part)
-In: Zucconi A., Howell P., “La Promozione della Salute - Un approccio globale per il benessere della persona e della società”, La meridiana, Molfetta 2005
a) defitions pag. 40, 44;
b) cpt 5
c) cpt 10.
Notes and Handouts of the Professor
-Demetrio D., La relazione è anche una virtù?, in “Animazione Sociale” n.11, Torino 2004