Critically examine aspects of teaching professionalism, including their legal and contractual status.
Effectively document and interpret the teaching experience.
Develop educational and teaching programs based on regulations, ministerial guidelines, and disciplinary and transdisciplinary guidelines.
Design, implement, and evaluate teaching programs for the class/section in consultation with the school teachers
The necessary prerequisites relate to the skills acquired by students in the first year of the program.
Specifically, the following skills are required:
the ability to observe the student and the context to plan the teaching intervention
the ability to critically combine disciplinary knowledge with methodological-didactic knowledge
the ability to translate the acquired knowledge into professional actions
Participatory classroom discussion
Data analysis and specific tools
Simulations
Focus groups
Group work
Metacognitive approach
Learning outcomes will be verified and assessed through the documentation produced by interns at the end of their internship activities.
Internship diary (indirect internship section and direct internship section)
Direct internship attendance register for each school level (preschool/primary school)
Intern attendance certificates
Processes relating to self-study hours
Baldacci M., Personalization or Individualization, Trento, Erickson, 2006
Ciani A., Ferrari L., Vannini I. (2020) Designing and Evaluating for Equity and Quality in Teaching, Milan: Franco Angeli
The UDA:
Planning
Implementation
Individualization and Personalization Strategies
Evaluation of Learning and Processes
SCHOOL-FAMILY-TERRITORY RELATIONS
THE TEACHER'S PROFESSIONAL BIOGRAPHY:
National Collective Bargaining Agreement (CCNL) for the School Sector
Teacher's Obligations: Supervision, Safety, Training
Collective Bodies
Documentation and Sharing of Best Practices
Skills Assessment and Professional Portfolio
The Syllabus is a fundamental document for training future teachers.
It is a structured and clear guide to guide and support the teaching/learning process.
It supports and facilitates students in acquiring the pedagogical, didactic, and interpersonal knowledge and skills essential to addressing the challenges of today's school environment.
