Course Topics
List of topics: - teacher competences - planning and assessment - teaching strategies - inclusion - observational tools - documentary and reflective tools (portfolio) - personal and professional development plan - national and provincial (TN and BZ) normative documents

Propaedeutic courses
See regulation

Teaching format
The teaching will be characterized by activities in which the student will be an active protagonist of the course through: brainstorming, participatory discussions, practical exercises, video analysis, case analysis, Cooperative Learning, reflections and monitoring in groups, pairs, individuals, media-supported reports, and individual counseling.

Educational objectives
Educational objectives of the reshaped 3rd year internship 1. to monitor and strengthen one's personal and professional motivation through action in real-life situations 2. use the skills profile to observe and analyse one's own and others' professional practices and translate them into actions 3. to hone observational and self-observational skills also with the audio-video-analysis technique, where possible 4. to experiment and share planning and assessment methodologies on the basis of Provincial and National regulations 5. to experiment inclusive practices and paths 6. to reflect on one's own and others' practices using feedback and professional exchanges 7. to connect and use the theoretical knowledge learned in the different teachings to reflect on practices 8. to document and self-monitor one's own professional development in the portfolio by linking it with the competence profile The expected learning outcomes and competences refer to the Dublin descriptors Knowledge and understanding - of national and provincial institutional regulations - of some planning models considering inclusive tools and strategies - of some observation/analysis/self-analysis tools and techniques - of elements of continuity and specificity of the two grades/school orders Ability to apply knowledge and understanding - application of design models in/for a short situational learning pathway - application of inclusive teaching strategies in a real situation - application of observation and feedback techniques in the analysis of practice (audio- video-recording) - implementation of the portfolio with documentation and reflection of the pathway followed and updating of the personal and professional development plan Autonomy of judgement - consolidation of the ability to self-monitor one's own professional identity - consolidation of the ability to support and motivate one's own pedagogical vision and teaching choices Communication skills: - expansion of specific professional vocabulary - use of a multiplicity of languages (gestural, visual, verbal, iconic, digital, etc.) - ability to collaborate and negotiate with different interlocutors - 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 refine and develop one's skills

Assessment
Successful completion of direct placements is preparatory to portfolio discussion in the oral examination. In the case of a negative assessment for the entire module, any partial examinations successfully taken will be considered as already passed in the next attempt to take the entire Module examination. It should be kept in mind that, again, a negative grade for the entire module will be counted for the purpose of counting the number of attempts available to take an examination. According to the Regulations of Examinations, if a student fails to pass an examination in three consecutive attempts, he/she may not register for the same examination in the three sessions following the last attempt (Art. 6, Paragraph 4 of the current Regulations of Proficiency Examinations). The module includes an oral interview with the referring coordinating tutors with presentation of the student's portfolio. The examination will conclude with the awarding of a single final grade by means of a synthesis of the evaluations of the two experiences carried out and documented in the portfolio and the outcome of the joint oral test.

Evaluation criteria
Development of ethics skills (4 points out of 30): -compliance with internship regulations and adherence to anti-plagiarism rules. -compliance with set deadlines for delivery of documents. Development of professional skills (6 points out of 30): - acting professionally by implementing observational, planning and self-assessment skills. Development of communication and interpersonal skills (6 points out of 30): - relevance and coherence of documentation, topics and issues covered - clarity of exposition and argumentative coherence - spelling and grammatical correctness - active and cooperative participation in the internship. Development of critical thinking (6 points out of 30): - ability to critically analyze in relation to lived and documented experiences - ability to reframe and reflect related to the internship pathway - ability to integrate and expand one's personal and professional development plan - ability to integrate theory and practice. The return of mentor teachers in relation to direct internships (8 points out of 30).