-Knowledge and understanding:
• know and recognize elements of professional ethics
• know and identify foundational elements of educational planning, including the National Guidelines and the Recommendations of the Council of Europe;
-Applying knowledge and understandings:
• analyze, verify, and document your own learning path;
-Learning skills:
◦ develop the ability to understand the complexity of the organizational structure of kindergarten and primary schools, also in relation to the study of school regulations.
The necessary prerequisites concern the set of skills acquired by students in their first year of study. In particular, reference is made to the following skills: • being able to observe the student and the context to plan the educational intervention; • knowing how to critically combine disciplinary knowledge with methodological-teaching knowledge; • being able to practically translate acquired knowledge into professional actions
Indirect internship
Mandatory group meetings in the presence of university tutors.
Applied methods:
brainstorming,
participatory discussions,
practical exercises,
video analysis,
case analysis,
Cooperative Learning,
reflections and monitoring in
group, pair, and individual settings,
teaching
Direct-observational internship
Observations within the classes/sections of teaching activities;
Observations within professional collegial situations
(such as planning activities, meetings of collegial bodies, etc.);
The expected learning outcomes will be assessed through the documentation produced by the trainees at the end of the internship activities:
ASSESSMENT METHODS
Internship Diary (Indirect Internship section and Direct Internship section);
Attendance register for Direct Internship for each school level (preschool/primary);
Trainee attendance certificates;
Assignments related to self-training hours
EVALUATION CRITERIA
active and responsible participation in the indirect internship;
ability to act professionally by applying the skills selected in the professional profile;
relevance and consistency of the documentation, topics, and subjects addressed;
clarity of presentation and argumentation coherence;
correct spelling and grammar in the submitted documents;
critical analysis skills;
ability to rework and reflect;
ability to integrate theory and practice;
The ability to integrate and expand one's own range of personal and professional skills with awareness and in relation to experienced and documented activities; submission of internship materials within the established deadlines. The outcome of the assessment is expressed as a suitability for the activity carried out.
National Guidelines 2012 - the first two chapters: Culture, school, person and General Objectives
PTOF of the internship school
University Educational Credits
T1 (2nd Year);
4 ECTS
T1
75 hours direct +
25 hours indirect
Expected hours (12 inclass + 13 hours of self-study)
Contents:
2nd YEAR - T1
Specifically, during the first year, students are guided to develop the ability to understand the complexity of the organizational structure of preschool and primary school, to analyze, verify, and document their own path and professional motivations, and to recognize elements of professional ethics; all of this through the analysis of topics such as regulations, school autonomy, collegial bodies, as well as through the study of spaces, times, actors, and relationships within the school context.
School autonomy and related regulations,
• Cultural and organizational choices of the school hosting the internship;
• Strategic system documentation: RAV, PTOF, PDM, Service Charter
