Argomenc dl curs
- Competences and tasks of a kindergarten teacher/primary school teacher - the personal development plan for their own professionalisation - Designing educational opportunities integrated into everyday life (designing learning environments, initiating and supporting educational processes) educational processes) - Designing language-aware and language-sensitive interaction - Planning, implementation, evaluation and reflection of educational activities based on the "philosophy of the framework guidelines", an inclusive pedagogical attitude and the "8 basic questions of didactics" according to R. Cathomas R. & W. Carigiet. - Management of groups, taking into account heterogeneity, individualisation, differentiation - Observation methods and procedures - Documentation and reflection tools

Cursc propedeutics
According to the study programme regulations

Modalité de ensegnament
Students take centre stage as active creators of their educational process. The importance of individual learning and co-operation with others is taken into account in the design of the courses. In the indirect practical course: Cooperative forms of learning, practical exercises, presentations with media support, analyses and reflections in groups, in individual and/or partner work, readings and discussions, case discussions, presentations, video analyses, portfolio work, individual support. In the direct work placement, which students usually complete in tandem, they develop their practical skills in the company of a tutor. They practise observing development and education, recognising and picking up on educational opportunities and planning, implementing and evaluating educational activities, with a focus on groups. They use the feedback from tutors, tandem partners and Internship coordinator to continuously develop their professional skills.

Obietifs formatifs
Internship 3 focuses on experience in the planning, implementation and evaluation of educational activities and the monitoring of educational processes in the professional field. Students expand their knowledge and develop their competences by consciously - reflecting on the personal and professional education plan based on the competency model used in the BIWI internship, documenting it in the portfolio and developing it further - taking responsibility and helping to shape processes in kindergarten and school - Gain and reflect on practical experience in the professional field - identify and analyse relevant personnel, structural and content-related aspects as a basis for the design of multi-part educational activities - observe in a targeted manner using selected methods and analyse the data - plan, implement and evaluate educational activities and teaching units based on the framework guidelines for kindergarten and primary school plan, implement and evaluate - analyse the educational activities carried out together with the tutor, tandem partner and respective internship coordinator and derive further objectives - Provide impetus for educational processes and (supportively) accompany them - Leading small groups/groups - Link theoretical knowledge with practical experience - Participate in team and planning meetings The internship enables students to actively combine theoretical background knowledge, research findings and practical experience in the professional field. The prerequisite for this is a researching, reflective attitude. The self-assessment of personal competences, together with the external assessment by the tutor, internship coordinator, fellow students and lecturers, contributes to the development of a personal professional profile. An important instrument for linking theory and practice and for reflection is the student's portfolio, in which their own professionalisation process is documented and critically reflected upon. Knowledge and understanding: - Knowledge of the framework guidelines - Understanding the importance of observation and documentation - Knowledge of at least one planning model - Extended knowledge of the complexity of the educational institutions of kindergarten and primary school and the corresponding job profiles job profiles Applying knowledge and understanding: - Application of at least one observation tool, including analysing and reflecting on the data collected - Application of at least one planning model - Carrying out educational activities on the basis of the framework guidelines - Perception of children's developmental and educational needs and the associated dialogue-based developmental processes interaction - Adapting pedagogical actions to new situations based on reflection of own experiences and feedback - Participatory leadership of small groups/groups - portfolio work - Linking theory and practice Judgement - Self-assessment with regard to acquired competences, personal strengths and development needs - Evaluation of the multi-part educational activities carried out - Ability to critically analyse and reflect based on theory Communication: Ability to - use pedagogical and profession-specific technical language in a way that is appropriate to the target group - Give and accept constructive feedback - listen actively and communicate in dialogue - relate to children and adults - communicate authentically - cooperate - express themselves clearly and correctly verbally Learning strategies: Students are aware that subject-specific, pedagogical and methodological-didactic competences are developed and expanded in a lifelong learning process and recognise the importance of - metacognition - Observation, documentation, analysis, reflection - Linking theory, research and practice - Self-assessment and external assessment

Sort de ejam
Final oral examination interview for each module section "Internship 3 Kindergarten" and "Internship 3 Primary School" In the interview, which is conducted on the basis of the portfolio previously submitted on time for the direct internship (see Art. 9, Para. 4 and 6 of the current internship regulations), the student discusses relevant learning experiences and demonstrates competences in critical analysis and reflection as well as the competence to think theory in a productive context in a professional dialogue, research findings and practice in a productive context. The portfolio can only be submitted after a positive evaluation of the direct internship. The interview is conducted by the assigned internship coordinator. He/she will base this on all available examination-relevant documents (including documented observations from the indirect internship and the individual supervision, feedback from the tutor, portfolio). The final examination interview for the entire module is conducted by both internship coordinators with the student. During the joint review and outlook, the results from the discussions of the respective module parts are mentioned and open questions are clarified. The overall result of the assessment is communicated immediately afterwards. In the event of a negative assessment of the overall module, any positively assessed parts of the module will be credited when the student next takes the module examination. A negative assessment also counts towards the number of exam attempts in this case. According to the examination regulations, three attempts without passing will result in a block for three examination dates (see also Article 6, Paragraph 4 of the current examination regulations).

Criters de valutazion
Assignment of an overall assessment for the module based on the performance shown in both parts of the module ("Internship 3 Kindergarten" and "Internship 3 Primary School"). The assessment of each part of the module is based on 4 elements: - Indirect internship (3 out of 30 points) - Direct internship (12 out of 30 points) - Portfolio (10 out of 30 points) - Examination interview for the module (5 out of 30 points) For a positive overall assessment of the internship, each of these parts must be assessed positively. The assessment criteria are - Compliance with the internship regulations - Demonstrated interest and constructive cooperation - Commitment and proactive behaviour - Ability to plan and implement educational activities in a target- and situation-orientated manner, using pedagogically valuable methods and implement them with the children - Clarity and coherence in argumentation and presentation - Ability to critically analyse and reflect orally and in writing - Ability to think about theory, research findings and practice in a productive context - Ability to communicate and cooperate - Ability to organise one's own professional development process and document it in a portfolio - Ability to select relevant goals from the competency model of the internship office that are appropriate to one's own development needs and internship office and to define measures for achieving these goals - Ability to write orthographically and grammatically correct, clear and comprehensible texts - Ability to express oneself orally in a precise and differentiated manner - Compliance with standards in the field of intellectual property Failing to meet evaluation criteria results in point deductions, potentially leading to failing the exam. According to the examination regulations, a positive overall evaluation of the module requires each module component to be completed positively. In the case of a negative evaluation of the overall module, any positively evaluated module components may be credited in the next attempt at the module exam. A negative evaluation is counted towards the number of exam attempts. According to the examination regulations, three attempts without passing results in a ban for three exam dates.