Skills related to the analysis of Pedagogical and Didactic Planning (Early Childhood and Primary)
-Making judgments:
highlight possible problematic aspects of each school level in relation to teaching professionalism, using appropriate observation tools;
identify significant aspects of didactic planning: methods, strategies, pedagogical/didactic approaches, competency-based teaching, development of learning units (UdA);
-Knowledge and understanding:
explore topics such as continuity, transdisciplinarity,
interculturalism, disability, and disadvantage.
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 Methodologies:
brainstorming,
participatory discussions,
practical exercises,
video analysis,
case study analysis,
Cooperative Learning,
reflections and monitoring in
groups, pairs, individually,
innovative teaching with the support of media.
The teaching activities will be carried out in a dialogical and interactive manner aimed at promoting the student's critical reflection.
Direct-Observational-Active Internship
observations within classes/sections of teaching activities;
observations within professional collegial situations
(such as planning activities, meetings of collegial bodies, etc.);
planning and implementation of teaching pathways in classes/sections.
Assessment Methods
The expected learning outcomes will be evaluated through the documentation produced by the interns at the end of the internship activities:
Internship Diary (Indirect Internship section and Direct Internship section);
Direct Internship attendance register for each school level (preschool/primary);
Intern attendance certificates;
Assignments related to self-training hours
Evaluation Criteria
- Active and responsible participation in indirect internship;
- Ability to act professionally by applying the skills chosen in the professional profile;
- Relevance and consistency of documentation, topics, and themes addressed;
- Clarity of presentation and logical coherence of arguments;
- Correct spelling and grammar in submitted documents;
- Critical analysis skills;
- Ability to rework and reflect;
- Ability to integrate theory and practice;
- Ability to integrate and expand one's personal and professional skills portfolio with awareness and in relation to lived and documented experiences;
- Submission of internship materials within established deadlines
The evaluation result is expressed as suitability for the activity carried out.
Aureli T., Perucchini P., (2014), Observing and Assessing Child Behavior, Bologna: Il Mulino
Camaioni L., Aureli T., Perucchini P., (2004), Observing and Assessing Infant Behavior, Bologna: Il Mulino
Ciani A., Ferrari L., Vannini I. (2020), Designing and Assessing for Equity and Quality in Teaching, Milan: Franco Angeli
The second year is to develop the ability to grasp certain problematic issues at each level of school and relate them to teaching professionalism, using appropriate observation tools, trying to identify problems in an integrated and comprehensive way, and moving towards the construction of true teaching professionalism, learning to reflect on oneself and on different methods, strategies, and pedagogical and didactic approaches. All of this is pursued through the study of topics such as continuity, interdisciplinarity, interculturality, disability, and disadvantage.
University Educational Credits
T2 (3rd Year)
5 ECTS
Planned hours T2
100 hours direct
+ 25 hours indirect
(12 in-person + 13 self-training)
The national guidelines and the Council of Europe recommendations on key competences for lifelong learning;
Educational planning in schools;
Class/section didactic programming;
Inclusive teaching and competence-based teaching.
