Collana

FORMAZIONEdiretta da

LuCiano GaLLiani - Vito a. BaLdassarre - ettore FeLisatti

22

VALUES IN TRAINING

Cristina Coggi, Barbara Bruschi, Mario CastoldiChiara D'Alessio, Paola Damiani, Alessia Farinella

Cecilia M. Marchisio, Mario Martinelli, Alberto Parola Marisa Pavone, Paola Ricchiardi, Alessia Rosa

Alessio Tomassone, Emanuela M. Torre, Roberto Trinchero

The volume was printed with funding from the Department of Philosophyand Educational Science of the University of Turin

(local research funds 2012 – Prof. Coggi)

ISBN volume 978-88-6760-241-4ISSN collana 1970-8408

2014 © Pensa MultiMedia Editore s.r.l.73100 Lecce • Via Arturo Maria Caprioli, 8 • Tel. 0832.23043525038 Rovato (BS) • Via Cesare Cantù, 25 • Tel. 030.5310994

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Sommario

Introduction by Cristina Coggi 9

PART IVALUES EDUCATION FOR PROFESSIONALS IN TRAINING

I. Evaluating teachers’ ethical sensitivity during university training 15by Cristina Coggi, Paola RicchiardiIntroduction 15

1. Teaching and ethics 162. Moral education in initial teacher training 183. “Moral sensitivity” in trainee teachers as a precondition

for professional ethics 194. A study of the “ethical sensitivity” and “moral judgment”

of trainee teachers at the end of the curriculum 21Conclusions 27

II. Developing ethical competence in future teachers 31by Cristina Coggi, Paola RicchiardiIntroduction 31

1. Is it necessary to foster ethical competence in teachers? 322. Studies on initial training in ethical competence 333. An ethical training model: from moral sensitivity to ethical action 344. An action to reinforce moral sensitivity in future teachers 365. Results of the training action on the future teachers 41

Conclusions 43

III. The learning support teacher and integration values 45by Mario MartinelliIntroduction 45

1. Ontological equality of human beings and diversity of individuals 462. Values of full integration: person, freedom, cooperation 463. The role of the educator 474. Values mediated in the activity of learning support:

identity and continuity 485. Postulates for mediation of values 48

Conclusions 49

IV. Values in teacher training in school assessment 51by Emanuela M. TorreIntroduction 51

1. The teacher, professional morals and ethics 512. The ethical issue in assessment 543. The teacher as an ethical professional 554. Professional values and assessment: a research project 565. Results of the survey 57

Conclusions 64

PART IIVALUES IN ACTION

V. Reflections on Moral Education between Philosophy, Psychology and Neuroscience: a Pedagogycal Perspective 69by Chiara D’AlessioIntroduction 69

1. Contemporary psychosocial issues and educational needs 702. The contribution of neurosciences to reflection

and educational practice 723. Mindfulness, brain and education 754. Education to empathy and education to values: operative proposals 79

Conclusions 80

VI. Practices in education in citizenship values in schools 83by Mario CastoldiIntroduction 83

1. Framework of reference on educational planning 842. The working proposal 873. The response of the schools 91

Conclusions 92

VII. Disability and values in preschool and primary school: overall development of the child and inclusion. An evaluation research project 95by Marisa Pavone, Paola Damiani, Alessia FarinellaIntroduction 95

1. The framework of reference 952. Conceptual models applied 963. Purpose and local context of the research 984. Methodological aspects 995. Research in action 104

Conclusions 107

VIII. Digital storytelling and education in values from an intergenerational perspective 111by Barbara Bruschi, Alessia RosaIntroduction 111

1. Definition of the term “value” 1122. Values, media and technologies 1133. Education in values and media education 1144. Of the educational value of narrating 1155. Digital storytelling 116

Conclusions 119

IX. Intergenerational narrations and education in values: an experiment in media education 123by Barbara Bruschi, Cecilia M. Marchisio, Alessia RosaIntroduction 123

1. Media education and digital storytelling in a process of education in values 125

2. The problem 1273. Aims and objectives 1274. Hypotheses 1285. The sample 1296. The media education process 1307. Data collection tools 1308. Results 131

Conclusions 134

X. Sport as a laboratory for values and vehicle for personal growth 137by Roberto Trinchero, Alessio TomassoneIntroduction 137

1. Sport and construction of identity 1382. Research into Torino FC 1906’s youth teams 1413. The figure of the professional educator in centres for competitive

youth sports to maximise the educational value of sport 143Conclusions 146

XI. Sporting values in football youth teams: a complex system 149by Alberto ParolaIntroduction 149

1. The research project 1512. Descriptive analysis of the results 153

Conclusions 163

References 167