Educational objectives for the the Ph.D. Course
The three following courses take into account the current groups and research projects undertaken in the undersigned department, together with other associated university departments.
FIRST COURSE: PEDAGOGICAL AND TRAINING SCIENCES
relevant demand for education and training outlines the following research
1) the historical dimension of pedagogical research;
2) neweducational and
3) the ways and means for developing a new pedagogical
4) the development of a ‘practical' pedagogy, capable oftranslating
theoretical stances into choices and operational procedures;
6) social and family pedagogy;
7) the development of professionalism
in education (for teachers, school managers/headmasters, educators, trainers),
and direct impact methodologies, such as job analysis in business organisations,
8) professional ethics, for the qualification and the social recognition of
education and training professions;
9) lifelong education.
SECOND COURSE: TEACHING AND COMMUNICATION TECHNOLOGIES
course covers two complementary, closely integrated research areas: Teaching
and Communication Technologies.
concerning teaching regard the following elements:
1) reflections on
theoretical and operational aspects related to the definition of different
curricular frameworks and
their comparative analysis;
2) educational processes, starting from
student-centred teaching and meanigful learning;
3) teaching methodologies, teaching
disciplines methodologies and interdisciplinary approaches,
4) class and group
dynamics, considering interactions, communication strategies and techniques
involved in the creation and management of "learning communities" and
5) the study and definition of teaching methodologies,
technologies, and tools suitable for a modular perspective, towards an
integration of diversity/difference in its multiplicity of forms and features;
Special Pedagogy and Inclusive Education, differentiated didactics in
intercultural setting and againts marginalization and exclusion.
related to communication technologies include the following themes:
design and structure of educational sites and communication environments for the management
of learning activities, shifting focus from a "machine-centred" to a
2) the representation of knowledge
through ontologies, the
shift from Web-archive documents to the Semantic Web and related network
3) the design of multimedia and interactive learning objects-materials,
within the framework of integrated, blended on-site/on-line instruction and
4) methodologies of social communication on the net, models of cooperative,
situated learning designed to build competences and knowledge;
5) the assessment and evaluation of learning processes and an integrated technological system of instruction (on-site and on-line).
THIRD COURSE: EPISTEMOLOGY AND METHODOLOGY OF EDUCATIONAL RESEARCH
The third course covers new methods of research that are defined referring to processes, interactions and necessary integrations between educational systems. New approaches and complex processes of inquiry come to the fore, for the evaluation and assessment of learning, competences and systems.
areas proposed are as follows:
1) the epistemology and methodology of
2) comparative methods of analysis;
3) the analysis and planning of research designs;
4) qualitative, quantitative and mixed research methods;
5) the history of education systems,
6) documentary methods in education;
7)the assessment and evaluation of learning and competences, as well as of educational systems; comparative assessment and evaluation ;
8) the ethnography of interacting systems;
9) computer-assisted research and evaluation procedures, data analysis software, and so on.
PhD students ought to find opportunities for learning to observe phenomena and events, to formulate and test hypotheses, experiment with investigation procedures, collect and analyse data and other research materials, acquire evaluation and assessment methods and techniques, interview and listen to those working in educational, school and training contexts, within communities, institutions and organisations.