Course Topics
Principles and models of co-planning; Types of co-teaching and examples; Principles and tools for co-assessment; Strategies for effective relationships, communication and collaboration in teamwork The role of the support teacher

Teaching format
Interactive lessons supported by specific materials prepared by the lecturer; case studies; simulations; group work; discussions

Educational objectives
KNOWLEDGE AND UNDERSTANDING 1. Develop the ability to critically analyse, evaluate and synthesise new and complex ideas by demonstrating an understanding of the knowledge and skills acquired; ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING 1. Be able to apply knowledge and understanding in such a way as to demonstrate a professional approach to their work and possess adequate skills both to devise and support arguments and to solve problems; 2. Be able to conceive, design, implement and adapt an educational process 3. Knowledge of the quality elements of collaboration between support and mainstream teachers and of the different types of co-teaching • Ability to design co-planning, co-teaching and co-assessment activities in the classroom INDEPENDENT JUDGEMENT 1. Acquire the ability to reflect on personal beliefs regarding the development of educational contexts and processes, drawing on one’s own school and university experience and reviewing these in the light of scientific research findings; COMMUNICATION SKILLS 1. Acquire the ability to communicate and argue clearly LEARNING SKILLS 1. Acquire the ability to promote participation in the culture of knowledge within professional contexts TRANSVERSAL SKILLS/SOFT SKILLS 1. Critical reflection on the role of the support teacher 2. Ability to critically reflect on experiences of co-teaching in order to improve them

Assessment
written: real-life case study

Evaluation criteria
The written test will focus on reviewing a collaborative experience between a specialist teacher and a mainstream teacher in light of the shared content. The analysis of the situation should highlight the strengths and weaknesses of the collaboration, as well as possible avenues for improvement. The assessment criteria are: • knowledge of different forms of collaboration between mainstream and support teachers (co-planning, co-teaching, co-assessment); • the ability to identify measures to improve the situation analysed; • the ability to justify the proposed improvements.