Course Topics
- safety regulations (provided by specific course) - biography and professional orientation - representation of the teacher, the child, the school - professional skills: salient aspects - school system: the network - observational tools - documentary tools (professional diary etc.) - reflective tools (e-portfolio) - references to national and provincial indications (TN and BZ) The topics listed make use of the knowledge acquired in the annual modules.

Propaedeutic courses
by regulation

Teaching format
The teaching will be characterised by activities in which the student will be an active protagonist of the course through: brainstorming, participative discussions, work in pairs, small and large groups, reflections and monitoring in groups, pairs, individuals, reports and presentations with the support of media, individual counselling.

Educational objectives
The first-year placement is characterised by a cognitive and orientative approach, of analysis and self-analysis of the student's study and professional choices, through participative and participatory observation of the complex systems of pre-school and primary school and through the construction of the personal and professional development plan (e-portfolio/portfolio). professional development plan (e-portfolio). It is necessarily integrated with the theoretical and experiential knowledge acquired in the various lessons and workshops. Training objectives of the work placement: The aim is to verify the student's choices through processes of 1. knowledge of the training system a. knowledge of the regulations and procedures to be adopted in security institutions (preparatory course on security) b. recognise the complexity of the school system (childhood and primary) in its regulatory, communicative-relational pedagogical-didactical, organisational-systemic) c. use observational methodologies to interpret certain aspects of the school system and the teaching profession d. make use of methodologies of sharing, co-management of the observational task and subsequent comparison/integration (working in pairs or small groups) e. use some documentation methodologies and tools for reflection on the observed and/or acted upon aspects f. connect and use the theoretical knowledge learnt in the different lessons/workshops to read and reflect on some focuses/themes of the observed and/or acted reality 2. awareness of one's own motivations, attitudes/opinions and definition of one's own personal and professional development plan a. make explicit and reinforce one's own motivations, attitudes/opinions in order to draw an initial representation of teaching professionalism b. to get to know and deal with the skills that make up the teacher's professional profile in its various aspects (organisational, communicative-relational and didactic-methodological, reflective and deontological) in the logic of inclusive education c. reflect on one's own motivations and attitudes/opinions regarding the profession through initial self-analysis practices d. elaborate one's personal and professional development plan and document it in the portfolio e. to orient and re-orient one's own professional and study development pathway The expected learning outcomes and competences refer to the Dublin descriptors Knowledge and understanding - knowledge of the complexity and networked nature of the school system and the teaching profession - knowledge of observational and documentary techniques and methods - knowledge of safety in the workplace Ability to apply knowledge and understanding - use of effective observational tools - entrepreneurship and organisation with respect to tasks and the construction of the student's portfolio - linking theory and practice Autonomy of judgement: -development of observation, analysis, meta-cognition skills -development of critical-reflective skills with respect to one's own choices and motivations in the profession -development of awareness and responsibility of the teaching role Communication skills: - development of empathic, communicative and relational skills with different interlocutors and in different situations - development of collaboration and negotiation skills - development of the ability to give and receive feedback - construction of correct professional specific vocabulary Learning skills - development of continuous and autonomous learning perspectives, improvement and innovation, through - documentation - reflection - the theory-practice connection - self-evaluation and external evaluation

Assessment
The successful completion of the direct internships is a prerequisite for the discussion of the portfolio in the oral exam. This is a single module exam. It consists of an oral interview with the presentation of the student's portfolio. In the event of a negative assessment for the entire module exam, it is necessary to repeat the same exam. It should be noted that according to the Examination Regulations, if a student fails an exam in three consecutive attempts, they cannot enrol in the same exam in the three sessions following the last attempt (Article 6, paragraph 4 of the current Examination Regulations).

Evaluation criteria
Evaluation criteria Practising professional ethics (4 points out of 30): - compliance with internship regulations and anti-plagiarism rules - compliance with deadlines for document submission. Development of interpersonal skills (4 points out of 30): - level of participation in the training programme - ability to cooperate in pairs and in groups. Development of communication skills (6 points out of 30): - correct spelling and grammar - relevance and consistency of the topics/themes covered - clarity of presentation and consistency of argumentation - ability to present one's work with creative contributions and personal elaborations. Development of critical thinking (7 points out of 30): - ability to rework and reflect - ability to analyse critically and constructively - ability to integrate theory and practice. Ability to analyse one's own educational path and construct one's own professional development plan (3 points out of 30). Feedback from tutors in relation to direct internships (6 points out of 30).