Bildungsziele
Apprenticeship 5 is characterised by its predominantly practical features of implementing the skills of the future professional teacher who knows how to govern complexity, proposing a didactic-educational model suited to the specific contexts of pre-school and primary schools. It is characterised by a predominantly operational/reflective approach focused on the conscious implementation of the skills of the inclusive teacher in a real situation. The aim is to design, implement and test inclusive training paths in which the levels of competence indicated in the professional profile are implemented.
Training objectives of the work placement 5:
- independently manage one's own professional skills in both school orders through educational-didactic activities;
- designing and implementing training paths consistent with the Provincial and National Indications:
a) adopting functional and effective methodologies based on active, laboratory, collaborative and inclusive teaching;
b) paying attention to the elements of specificity and continuity of the two school orders;
- sharing choices and interventions with the tutor, the other teachers and other figures involved;
- analysing and self-assessing their own professional skills (relational-communicative, methodological-didactic, inclusive, reflective, assessment, digital and deontological), also taking into account the tutor's feedback;
- reflecting on practice in order to make connections with theories in a critical/aware manner;
- outlining one's own professional development plan with a view to continuous learning;
- using the portfolio as a form of documentation of training and practice and as a place for reflection and self-assessment;
- develop a holistic view of teaching that takes into account the person in all his/her aspects, resources and specificities.
Knowledge and understanding
- of national and provincial institutional regulations
- of teacher competence models
- of planning models ¿ of observation, analysis and evaluation tools and techniques
- of inclusive strategies
- of elements of continuity and specificity of the two grades/school orders
- of the systemic vision of the school and the profession.
Ability to apply knowledge and understanding
- application of design models in/for a situational learning pathway, organised and consistent with section/class design
- flexible and contextually adapted application of practices and methodologies
- application of observation and feedback techniques in the analysis of practice (e.g. audio-video-recording)
- implementation of the portfolio with documentation of the course undertaken and updating of the personal and professional development plan
Autonomy of judgement
- ability to self-
-monitoring of one's own professional identity
- analysis and metacognition with respect to one's own knowledge/know-how/being
- ability to support and motivate one's own pedagogical vision and teaching choices
- critical evaluation of different methodological approaches, tools and teaching materials with reference to the real situation.
Communication skills:
- active participation in the professional community
-ability to collaborate and negotiate in agreed activities with placement coordinators, tutors, experts, teaching team and fellow students
- use of specific vocabulary in professional contexts ¿ use of communication techniques and codes appropriate to different contexts and interlocutors
- adoption of active listening and empathic communication practices
- use of communication methods appropriate to digital communication
- use of techniques and tools for effective documentation in the portfolio.
Learning skills
- use self-assessment and evaluation of different interlocutors (tutors, traineeship coordinators
colleagues, etc.) to deepen and evaluate one's own competences
- assume awareness and responsibility for the teaching role
- to critically connect theoretical input to professional practice and use it to seek theoretical support
- acquire flexibility, adaptation, management of workload and complexity of the profession
- develop lifelong learning perspectives of continuous learning, striving for improvement and innovation.
Bildungsziele und erwartete Lernergebnisse (zus. Informationen)
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