Course Topics
- teachers' skills - planning and evaluation - didactic strategies - inclusion - observation instruments - documentation and reflection tools (portfolio) - personal and professional development plans - national and provincial regulatory documents

Propaedeutic courses
According to the regulation

Teaching format
Didactic is characterized by activities that make the student the active protagonist of the course. With: brainstorming, discussions, practical exercises, video-analyses, analysis of cases, cooperative learning, individual reflections in person or groups, presentation with media support, personal counselling.

Educational objectives
The third-year placement is a learning pathway through which knowledge and competences are developed in a professional environment, with reference to: • the student, who gains a deeper understanding of the educational setting and its actors and assumes personal responsibility within that environment through their actions; • the interactions among the people involved in the setting (teachers, children, parents, specialists, and others); • the specific dimensions of the teaching profession, with opportunities to experience and develop personal competences. The third-year placement is characterized by observation and teaching activities, with a focus on the students’ practical competences as well as those of teachers, from an inclusive perspective and in accordance with the European Guidelines (see the profile of the inclusive teacher). Its aim is to observe and analyse the professional practices of experienced teachers and to actively engage in educational processes in order to assess and further develop personal competences. The placement provides an opportunity to connect theoretical knowledge with practical experiences, fostering self-assessment of competences and the development of a professional identity. The main tool for linking knowledge (courses), practice (planned and implemented activities and learning pathways), analyses, and reflections on educational practice is the student portfolio, which allows students to continuously review and update their personal development plan. Learning Objectives of Placement 3 • to evaluate and strengthen personal and professional motivations through teaching practice in authentic educational settings; • to use the competence profile to observe and analyse one’s own professional practice and that of others, and to translate competences into observable actions; • to improve observation and self-observation skills, including, where possible, through video-analysis techniques; • to experiment with planning and assessment methods based on provincial and national regulations and to engage in professional dialogue with others (fellow students, tutors, etc.); • to experiment with inclusive teaching practices and learning pathways; • to reflect on one’s own practice and that of others through feedback and professional exchange; • to apply and connect the theoretical knowledge acquired in different courses in order to critically reflect on practice; • to document the personal professional learning journey in the portfolio, continuously updating it and relating it to the competence profile.

Additional educational objectives and learning outcomes
(The learning outcomes and intended competences are aligned with the Dublin Descriptors.) Knowledge and Understanding - knowledge of provincial and national institutional regulations; - knowledge of planning models that incorporate inclusive tools and techniques; - knowledge of selected observation, analysis, and self-analysis tools and techniques; - knowledge of the elements of continuity and specificity of the two educational levels (kindergarten and primary school). Applying Knowledge and Understanding - of educational planning models in authentic learning contexts; - application of inclusive teaching practices in authentic educational settings; - application of observation and feedback techniques in the analysis of practice (including audio and video recordings); - development of the portfolio through the documentation of the placement experience and the updating of the personal and professional -development plan. Making Judgements - strengthening the ability to evaluate and continuously refine one’s professional identity; - strengthening the ability to communicate and justify one’s educational vision and teaching decisions. Communication Skills - expansion of discipline-specific professional vocabulary; - use of different communication techniques and forms (gestural, facial, verbal, visual, iconic, digital, etc.); - ability to cooperate and negotiate with different interlocutors; - use of techniques and tools for effective portfolio documentation. Learning Skills - use of self-assessment and assessment by others (tutor, placement coordinator, fellow students, etc.) to further develop personal competences.

Assessment
The module provides for an oral interview with the referring coordinating tutors with presentation of the student's portfolio. The portfolio is written in equal parts in the three languages: Ladin, Italian and German. The positive evaluation of the direct practicum is propaedeutic to the discussion of the portfolio by the outgoing exam. The examination will conclude with the awarding of a single final mark by summarizing the assessments of the two experiences carried out and documented in the portfolio and the result of the common oral test. In the event of a failing grade for the entire module, any components that have been successfully completed will be recognised in subsequent examination sessions. In the event of a failing grade for the module on three consecutive occasions, the student shall not be permitted, in accordance with the Examination Regulations, to register for this examination in the following three examination sessions (Art. 6, para. 4 of the Regulations governing examinations and assessments).

Evaluation criteria
To successfully complete the placement, all of the following components must receive a positive evaluation: Indirect placement (active participation); Direct placement (activities carried out, feedback from the tutor, and placement visit conducted by the placement coordinator); Portfolio (documentation and reflection); Final examination interview (quality of argumentation and coherence). A final grade will be awarded, representing a synthesis of the results achieved in the components described above. Assessment Criteria Interest, Participation, and Professional Engagement (6/30) - compliance with the placement regulations; - active and responsible participation during the indirect placement. Development of Personal and Professional Competences (10/30) - ability to act professionally by applying the competences outlined in the professional competence profile; - pedagogical and didactic competence that promotes learning; - ability to design and implement educational content and learning activities. Development of Communication Competences (6/30) - clarity in the presentation and elaboration of - content, and coherence in argumentation; - orthographic and grammatical accuracy in Ladin, Italian, and German. Development of Critical Thinking (8/30) - ability to critically analyse, reflect upon, and integrate theory and practice; - ability to develop and critically review the personal and professional development plan with coherence, awareness, and in relation to the experiences undertaken and documented.