Course Topics
- The teacher's professional competences - Tools for the design and evaluation of training paths - National and provincial regulations for the design of training programmes - The personal and professional development plan - Tools for documentation and reflection of the training experience (logbook and portfolio

Propaedeutic courses
According to the regulation

Teaching format
The didactics will be characterised by activities that will see the student as an active protagonist of the course through: brainstorming, participative discussions, practical exercises, audio-video-analysis, case analysis, cooperative learning, reflections and monitoring in groups, in pairs, individuals, media-supported reports, individual counselling, presentations and media-supported interactions (videoconferencing, digital environment, interactive tools).

Educational objectives
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.

Assessment
An oral interview with the traineeship coordinators is scheduled after the presentation of the portfolio. The portfolio is written in three languages: Ladin, Italian and German. The positive assessment of the direct traineeship is preparatory to the discussion of the portfolio during the vocal examination. The examination concludes with the awarding of a single final mark, a summary of the assessments of the two experiences carried out and documented in the portfolio and the result of the oral test.

Evaluation criteria
The following parts must be positively assessed for the successful evaluation of the traineeship : - indirect traineeship (active participation) - direct traineeship (realised experiences, feedback from mentor) - portfolio (documentation and reflection) - examination interview (argumentation and coherence) The final assessment is a single assessment, summarising the results of the parts described above. In the case of a negative assessment for the entire module examination, it is necessary to repeat the examination; any partial examinations successfully passed will be considered as already passed in the next attempt to take the entire module examination. It should be borne in mind that, even in this case, a negative mark for the entire module will be counted towards the number of attempts available to take an examination. According to the Regulation of Examinations, if a student fails an examination in three consecutive attempts, he/she may not sit the same examination in the three sessions following the last attempt (Art. 6(4) of the current Regulation of Proficiency Examinations) Evaluation criteria: Interest and participation in the training, involvement and attitude (4 out of 30) - compliance with placement regulations - level of interest and participation in the training course - active and responsible participation during the work placement Development of personal-professional skills (6 out of 30) - ability to act professionally by putting into practice the competences indicated in the professional profile - ability to act pedagogically promoting learning - ability to elaborate and implement content Development of communication skills (4 out of 30) - clarity in exposition and elaboration of content and coherence in argumentation - spelling and grammatical correctness in Ladin, Italian and German languages Development of critical thinking (8 out of 30) - capacity for critical analysis, reflection and integration of theory and practice - ability to construct and analyse the personal and professional development plan coherently, consciously and in relation to the experiences made and documented Written feedback from tutor(s) (8 out of 30)