Course Topics
- the skills of the teacher - the well-being of the teacher - personal and professional development plan: documentary and reflective tools (portfolio) - planning and assessment - teaching methodologies

Propaedeutic courses
see regulation

Teaching format
Teaching will be characterised by activities that will see the student as an active protagonist of the course through: brainstorming, participative discussions, practical exercises, video-analysis, case analysis, cooperative learning in pairs, small and large groups, reflections and monitoring in groups, pairs, individuals, individual counselling, visits to schools, participation in events, seminars and conferences with subsequent sharing with the group.

Educational objectives
The fourth-year placement is characterised by building and consolidating knowledge and skills with regard to - to the person (the student) who knows/reflects in increasing depth on inclusive professional practices - to the interactions between people, the system and practices - to the specific dimensions of the teaching profession, especially the inclusive one (pedagogy and special didactics) It becomes an opportunity to develop critical and reflective competences (soft skills) on teaching practices linked to theoretical knowledge in order to implement project competences. The fourth year placement is characterised by a metacognitive-reflexive-proactive approach focused on the competences of the inclusive teacher, in which the practices observed and implemented in the third year placement are analysed in depth, linking them to the theoretical knowledge and to the inputs of the teaching workshops scheduled in the year of study, according to the flipped learning methodology. The main tool for connecting knowledge (teaching), practices (laboratories and courses designed and implemented), analyses and reflections on teaching action, will be the student's portfolio, which will allow them to keep their development plan monitored and implemented. Training objectives of the work placement 4: - use the skills profile to observe and analyse professional practices (one's own and those of others) - carry out an updated and critical self-analysis of one's own personal and professional competences - consolidate and expand the acquisition of design and evaluation methodologies with reference to the inclusive perspective - reflect on one's own and others' practices using feedback from professional comparison and exchange - connect and use the theoretical knowledge learnt in the different lessons to reflect on practices - documenting and self-monitoring in the portfolio one's own training pathway to the profession by linking it with the competence profile elaborated - prepare one's own development prospects - recognise and deepen profession-specific "soft skills" (relationships, well-being, managing professional load, etc.) Knowledge and understanding - understanding of the complexity and networked nature of the school system and the teaching profession - knowledge of provincial institutional regulations - in-depth knowledge of teacher competence models - knowledge of techniques for analysing practices - knowledge of special education - knowledge of techniques for dealing with the burden of the teaching profession Ability to apply knowledge and understanding - application of techniques for analysing and reflecting on practice - application of observation and feedback techniques in the analysis of practice (video-recording) - implementation of the portfolio with documentation of the course undertaken 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 - development of the ability to formulate personal judgements derived from a careful analysis and reflection of the situation in its complexity, integrating different knowledge and points of view Communication skills - expansion of specific professional vocabulary - use of communication techniques and codes specific to pre-school and primary school teachers - use of communication techniques and codes appropriate to different contexts and interlocutors - experimentation with active listening practices - production of effective, multidimensional and multi-coded communicative objects - use of communication methods appropriate to digital communication - use of techniques and tools for effective documentation in the portfolio Learning skills - use of self-assessment and evaluation of different interlocutors (tutor, trainee manager, colleagues etc.) to deepen one's competences - development of lifelong learning perspectives - reflecting on interactions between theory and professional practice

Assessment
Oral examination on the basis of written papers

Evaluation criteria
Active and responsible participation in indirect training (3 out of 30 points); Development of the deontology and skills of the teaching profession (8 points out of 30); Capacity for critical and purposeful analysis of methodologies and materials (5 points out of 30); Development of critical thinking and the ability to integrate theory and practice (9 out of 30 points); Relevance, coherence and clarity of exposition through the languages of documentation (5 points out of 30).

Required readings

National and Provincial (TN and BZ) indications for pre-school and primary schools in Italian

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Supplementary readings

Specific materials provided during the course. Specific literature in connection with the courses attended.